The proposed cognitive mechanisms explain both positive and negative effects of PS-I¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? PS-I can produce both positive and negative effects on learning, and the article accounts for both using its suggested mechanisms. → Loibl 2017

Evidence¶

Loibl 2017¶

Loibl, K., Roll, I. & Rummel, N. (2017). Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning. Educational Psychology Review, 29, 693–715. https://doi.org/10.1007/s10648-016-9379-x

q1 · i? · review · r?

This is the article's concluding interpretive move (type e): the authors use their proposed mechanisms to explain "positive and negative effects of PS-I." The supplied text does not print the underlying effect sizes or per-study comparisons.

"Finally, positive and negative effects of PS-I are explained using the suggested mechanisms."

Discussion¶

Related Claims¶

• After accounting for publication bias, the estimated true effect favoring PS-I is strong (Hedge's g = 0.87) — related
• Accountability can produce positive or negative effects depending on type, decision context, and task nature — a broader claim this one bears on
• PS-I effects vary by grade level: negative for 2nd–5th graders and increasing with age — a narrower finding that bears on this claim
• PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented — related
• Productive Failure Improves Conceptual Learning — related