Active verbal cues from experts most often prompt nonverbal action from novices, often preceding explanatory information¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Verbal instruction was more often used to prompt novices to take nonverbal action than to indicate where to look, which occurred more frequently in combined verbal-nonverbal cueing. → Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas 2024

Evidence¶

Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas 2024¶

Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas. (2024). A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09848-3

q2 · i? · review · r2

Qualitative pattern across excerpts (e.g. surgical 'pull back' commands, adze-knapping stance instructions) in the review's results. The authors note that when novices controlled the microscope slide, experts made significantly more statements regarding navigation and processes than when experts were in charge, suggesting tactile control prompts expert cueing.

"Instead, verbal instruction was more often used to prompt novices to take nonverbal action."

Discussion¶

Related Claims¶

• Combined verbal and nonverbal cueing most often draws attention to landmarks and clarifies tool use — related
• Most identified scaffolding behaviours in expert-novice visual interaction are active verbal cueing, followed by active verbal chunking — related
• Isolated nonverbal cues require novice proficiency and receptiveness to be effective — related
• Active verbal cues provide concrete, partial information that reduces novices' uncertainty during visual problem-solving — related
• Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention — related