Reflected case-based training combined with explicit strategy instruction and adaptive tutoring yields the best transfer performance, whereas strategy instruction without tutoring adds no benefit over case-based training alone¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2011 · 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.
q3 i2 Tutored training dyads performed better than basic and instructed training dyads during testing. → Deiglmayr 2011
q3 i? There was no significant difference in inference-drawing frequency between basic and instructed training dyads, so explicit strategy instruction alone added no measurable benefit. → Deiglmayr 2011
Evidence¶
Deiglmayr 2011¶
Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441-451. https://doi.org/10.1016/j.learninstruc.2010.06.004
q3 · i2 · causal · r2
Planned comparison from the testing-phase ANOVA of the 36-dyad experiment: "the T utored Training dyads did pe rform better than those in the other two training conditions" (Cohen's d = 0.72). A separate planned comparison found "no significant difference in performance between the Basic and Instructed Training dyads, t(35) = 1.12, ns".
"the T utored Training dyads did pe rform better than those in the other two training conditions, t(35) = 3.06, p < .01, Cohen's d = 0.72"
Discussion¶
Related Claims¶
- Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving — related
- Correct solutions on the transfer case increased from control to tutored training, but instructed training dyads solved the case least often and the overall difference was not statistically significant — related
- Contingent scaffolding improves learning more than fixed or absent support. — related
- System-controlled adaptive instruction does not necessarily yield higher transfer than nonadaptive static approaches — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tutored-strategy-training-most-effective-for-inference-drawing |
title |
Reflected case-based training combined with explicit strategy instruction and adaptive tutoring yields the best transfer performance, whereas strategy instruction without tutoring adds no benefit over case-based training alone |
description |
Reflected case-based training combined with explicit strategy instruction and adaptive tutoring yields the best transfer performance, whereas strategy instruction without tutoring adds no benefit over case-based train... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — deiglmayr-2011 |
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