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Contrasting examples as a generative-processing instructional method whose preconditions for critical-thinking transfer are questioned

Design · All designs
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article frames contrasting examples—comparing fictitious students' correct and erroneous solutions side by side—as a method expected to induce generative processing, structural alignment, and focus on underlying principles, drawing on cognitive load theory and the temporal contiguity effect. It reasoned that "As contrasting can help learners to focus on key information and thereby induces generative processes directly relevant for learning". The study's null results led the authors to state that the findings "raise questions about the preconditions of contrasting examples effects".

Design Implications

Context

Requirements

  • Learners compare correct and erroneous solutions presented side by side and are prompted to indicate the erroneous solution and step, following explicit CT instruction

Constraints

  • In this classroom study with elaborate instructions preceding practice, contrasting examples showed no advantage over correct examples, erroneous examples, or practice problems on learning or transfer

Target Learners

  • first-year higher professional education students (Public Administration and Safety and Security Management)

Learning Goals

  • avoiding biased reasoning (syllogistic, conjunction, confirmation-bias, and base-rate tasks)
  • transfer of critical-thinking skills to novel task types

Claims

Examples

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Key Sources

  • Lara M. van Peppen, Peter P. J. L. Verkoeijen, Anita E. G. Heijltjes, Eva M. Janssen, Tamara van Gog. (2021). Enhancing students' critical thinking skills: is comparing correct and erroneous examples beneficial? Instructional Science. https://doi.org/10.1007/s11251-021-09559-0
Page metadata
Field Value
type design
id contrasting-examples-generative-processing-account
title Contrasting examples as a generative-processing instructional method whose preconditions for critical-thinking transfer are questioned
description The article frames contrasting examples—comparing fictitious students' correct and erroneous solutions side by side—as a method expected to induce generative processing, structural alignment, and focus on underlying p...
status review
generated by process:settle-candidates on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — lara-m-van-peppen-2021

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