Reading provided examples is not more effective than generating examples for learning relational categories¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The planned contrast testing whether reading examples beats generating examples was not significant on the multivariate test or any univariate follow-up. → 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 · i? · causal · r2

In the same N = 83 experiment, the learning-by-reading hypothesis was tested with a planned contrast (reading +1, generating −1, classifying 0). The result was "not significant, V = 0.038 (Pillai’s trace), F(4, 77) = 0.76, p = .277"; no effect size beyond ηp2 = 0.04 was interpreted.

"The multivariate analysis was not significant, V = 0.038 (Pillai’s trace), F(4, 77) = 0.76, p = .277 ηp2 = 0.04. Follow-up univariate analyses were also not significant (see Table 3). Hence, reading examples was not more effective than generating examples."

Discussion¶

Related Claims¶

• Classifying provided examples is more effective for learning relational categories than reading or generating examples — related
• Generating examples produces overconfident judgments of learning, especially for principles and procedures — related
• Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers — related