Four-category framework for evaluating the generalizability of learning techniques¶
Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 review),q2· 0 of 1 report an effect size · 2 claims rest on one study
Description¶
The monograph organizes each technique review around four categories of variables, inspired by Jenkins' (1979) model: "materials, learning conditions, student characteristics, and criterion tasks." Materials pertain to the content to be learned; learning conditions concern how and where the technique is implemented (e.g., dosage, group vs. individual); student characteristics include age, ability, prior knowledge, and motivation; criterion tasks range from cued recall to problem solving and essay writing. Each of the 10 technique reviews assesses generalizability across these categories before assigning a utility rating.
Accounts¶
- Four-category framework for evaluating the generalizability of learning techniques: The monograph organizes each technique review around four categories of variables, inspired by Jenkins' (1979) model: "materials, learning conditions, student characteristics, and criterion tasks." Materials pertain to the content to be learned; learning conditions concern how and where the technique is implemented (e.g., dosage, group vs. individual); student characteristics include age, ability, prior knowledge, and motivation; criterion tasks range from cued recall to problem solving and essay writing. Each of the 10 technique reviews assesses generalizability across these categories before assigning a utility rating. (Dunlosky et al. (2013))
Claims¶
- Practice testing and distributed practice receive high utility assessments because their benefits generalize widely across learners, tasks, and educational contexts [+M]
- Summarization, highlighting, the keyword mnemonic, imagery for text, and rereading receive low utility assessments [+M]
Related Research Methods¶
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Key Sources¶
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
four-category-framework-for-evaluating-the-generalizability-of-learning-techniques |
title |
Four-category framework for evaluating the generalizability of learning techniques |
description |
The monograph organizes each technique review around four categories of variables, inspired by Jenkins' (1979) model: "materials, learning conditions, student characteristics, and criterion tasks." Materials pertain to the content to be learned; learning conditions concern how and where the techniqu |
status |
review |
generated |
by process:settle-candidates on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
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