Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2009 · 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.
q2 i? Both types of self-explanation prompts fostered procedural knowledge, and this effect was mediated by self-explanations directed to domain principles. → Berthold 2009
Evidence¶
Berthold 2009¶
Berthold, K., Eysink, T.H.S. & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science. https://doi.org/10.1007/s11251-008-9051-z
q2 · i? · causal · r?
Experiment with N = 62 learners studying probability theory from multi-representational worked-out examples under three conditions; the article reports that "Both types of self-explanation prompts fostered procedural knowledge" with mediation by principle-directed self-explanations. No effect size is printed.
"Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles."
Discussion¶
Related Claims¶
- Assisting self-explanation prompts particularly foster conceptual knowledge, an effect mediated by self-explanations on the rationale of a principle — related
- Explanation prompts direct attention to targeted information and can reduce attention to other important information — related
- Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
- The assisting self-explanation prompt effect: assisting prompts elicit high-quality self-explanations and deep understanding — related
- Generated self-explanations mediate the immediate posttest advantage of open-book over closed-book prompts — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-explanation-prompts-foster-procedural-knowledge |
title |
Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles |
description |
Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — berthold-2009 |
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