Structure-emphasizing example sets, using varied cover stories across problem types, lead students to categorize problems by structure rather than surface features¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students studying structure-emphasizing statistical example sets sorted problems by structure more often than surface-emphasizing and no-example peers. → Atkinson 2000 q2 i? Structure-emphasizing students correctly selected the appropriate statistical test more frequently than surface-emphasizing peers. → Atkinson 2000 (2)

Evidence¶

Atkinson 2000¶

Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181-214. https://doi.org/10.3102/00346543070002181

q2 · i? · review · r3

The review reports, citing Quilici and Mayer, an experiment in which participants studied structure- or surface-emphasizing example sets for three statistical problem types and completed a sort task; structure-emphasizing students 'sorted by structure more often'.

"they found that the students in the structure-emphasizing condition sorted by structure more often than their counterparts in the surface emphasizing and the no-example conditions, which did not differ significantly from each other."

Atkinson 2000 (2)¶

Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181-214. https://doi.org/10.3102/00346543070002181

q2 · i? · review · r2

The review reports, citing Quilici and Mayer's follow-up experiment on two problem types with a test-selection posttest, that structure-emphasizing participants 'correctly selected the appropriate test statistically more frequently' than surface-emphasizing peers.

"The authors found that the participants in the structure-emphasizing condition correctly selected the appropriate test statistically more frequently than their peers in the surface-emphasizing condition."

Discussion¶

Related Claims¶

• Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — related