Framing formal logical problems in primary knowledge contexts makes learners more efficient, more motivated, more confident and lowers cognitive load compared with secondary knowledge framing¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants were more efficient, more motivated, more confident and experienced less cognitive load with primary knowledge than with secondary knowledge content. → Florence Lespiau 2019

Evidence¶

Florence Lespiau 2019¶

Florence Lespiau, André Tricot. (2019). Using Primary Knowledge: an Efficient Way To Motivate Students and Promote the Learning of Formal Reasoning. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09482-4

q3 · i? · causal · r?

Across two experiments, high school students (n=210) trained on syllogisms of unknown content framed either as primary knowledge (rules about invented food and animals) or secondary knowledge (fictitious mathematics and grammar rules). The article reports participants were "more efficient, more motivated, more confident and experienced less cognitive load" with primary content; no effect sizes are printed in the available text.

"Results confirmed the positive influence of primary knowledge in a learning task: participants were more efficient, more motivated, more confident and experienced less cognitive load when confronted with primary knowledge compared to secondary knowledge."

Discussion¶

Related Claims¶

• Presenting primary knowledge first and then secondary knowledge was more efficient in both performance and motivation — possibly the same claim (merge candidate)
• Primary knowledge content favored learners' involvement and persistence in the training phase regardless of their personal characteristics, unlike secondary knowledge — related