Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports, citing Clark (1990), that mathemathantic effects occur when an instructional agent takes over learning strategies from students who are well able to perform these functions themselves. → Jan D. Vermunt 1999

Evidence¶

Jan D. Vermunt 1999¶

Jan D. Vermunt, Nico Verloop. (1999). Congruence and friction between learning and teaching. Learning and Instruction 9, 257–280. http://hdl.handle.net/1874/18753

q2 · i? · theoretical · r2

The article reports, citing Clark (1990), a review of studies in which instruction actually deteriorated learning. The review attributes the effects to instructional agents taking over strategies students can already perform; the reviewed studies' designs are not described here.

"On the basis of a review of these studies, he concluded that these mathemathantic effects occur when the instructional agent tries to take over learning strategies from students and when this agent tries to substitute student control by system control, in those cases in which students are well able to perform these functions themselves."

Discussion¶

Related Claims¶

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• Phase 4 low-guidance procedure was truncated for children who already demonstrated unconfounded designs — related