Learning relational categories becomes more difficult as the complexity of the knowledge type increases¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Learning outcomes decreased linearly with increasing complexity of the knowledge type (facts, concepts, principles, procedures) across all four test tasks. → Tim M. Steininger 2022
Evidence¶
Tim M. Steininger 2022¶
Tim M. Steininger, Jörg Wittwer, Thamar Voss. (2022). Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples. Instructional Science. https://doi.org/10.1007/s11251-022-09584-7
q3 · i3 · causal · r2
A linear planned contrast (facts +3 to procedures −3) tested the type-of-knowledge hypothesis in the N = 83 experiment: "V = 0.392 (Pillai’s trace), F(4, 77) = 12.44, p < .001, ηp2 = 0.39", significant on all four tasks.
"In line with this hypothesis, the contrast was significant, V = 0.392 (Pillai’s trace), F(4, 77) = 12.44, p < .001, ηp2 = 0.39. Follow-up univariate analyses showed that the planned contrast was significant for all four types of the tasks of the knowledge test."
Discussion¶
Related Claims¶
- Generating examples produces overconfident judgments of learning, especially for principles and procedures — related
- In one thermodynamics study, retention and transfer scores tended to be lower on topics of higher element interactivity, a descriptive pattern with several sessions that did not fit it — related
- The usefulness of induction and errorful learning varies with the type of terminal task being taught — related
- Classifying provided examples is more effective for learning relational categories than reading or generating examples — related
- Task complexity and task difficulty are distinct concepts — related
- KLI complexity-matching hypothesis: instructional principles of a given complexity are effective for knowledge components of equal or greater complexity but not less complex ones — related
- Media effects on learning are not homogeneous across knowledge categories — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
knowledge-type-complexity-learning-difficulty |
title |
Learning relational categories becomes more difficult as the complexity of the knowledge type increases |
description |
Learning relational categories becomes more difficult as the complexity of the knowledge type increases |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tim-m-steininger-2022 |
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