Instruction in methods of study improved school children's work when the instruction was specific to the tasks being undertaken¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1922 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instruction of school children in methods of study resulted in improvement in their work, provided the instruction was specific and applied directly to current classroom tasks. → Gates 1922

Evidence¶

Gates 1922¶

Gates, Arthur I. (1922). Educational psychology at the Princeton meeting of the American Psychological Association. The Journal of Educational Psychology. https://en.wikipedia.org/wiki/Journal_of_Educational_Psychology

q2 · i? · causal · r?

Conference report of A. S. Edwards' study with school children; improvement in work is reported without test statistics or effect sizes. A course of study in how to study was being constructed for use in the grades.

"A. S. Edwards, University of Georgia, found that instruction of school children in methods of study resulted in improvement in then- work. Such instruction must be specific and apply directly to the tasks then being undertaken in the school room."

Discussion¶

Related Claims¶

• Specific training was associated with more advanced strategy use, but most teachers used strategies inconsistently and generically — related
• Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older adults — related
• The authors argue instructor presence is unlikely to improve learning outcomes unless the instructor's visible behavior provides information learners can directly use for the task — related