Learning and Instruction最新文献_第4页

The influence of seductive details in learning environments with low and high extrinsic motivation 诱惑性细节在外因动机低和外因动机高的学习环境中的影响

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-26 DOI: 10.1016/j.learninstruc.2024.102054

Lukas Wesenberg , Sebastian Jansen , Felix Krieglstein , Sascha Schneider , Günter Daniel Rey

Background

The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.

Aims

We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.

Sample and method

Two experimental studies (N = 120; N = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.

Results

Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.

Conclusions

The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.

背景在学习环境中加入有趣但无关的元素（诱人的细节）可以提高学生的学习积极性，但同时也会增加无关的认知负担。因此，研究主要表明这会对学习产生不利影响。我们假设，当外在学习动机较高时，诱导性细节会损害学习效果，但当外在学习动机较低时，诱导性细节会改善学习效果，因为通过诱导性细节可以挖掘的学习动机潜力更大，因此，学习动机的益处可能会大于认知方面的弊端。诱导性细节的存在在受试者之间进行操控（有诱导性细节与无诱导性细节）。作为外在动机的一种，外部调控通过将相应的学习单元引入自愿或强制的方式，在受试者内部进行操控（低与高）。结果两项实验的结果表明，诱人细节的出现只会影响高外部调控单元的测试成绩，而对低外部调控单元则没有影响，甚至会提高学习成绩。此外，在这两项研究中，诱导性细节只在低外部调节单元中通过兴趣间接提高了测试成绩。结论结果强调，不应将诱导性细节本身视为不利因素，而应将其视为动机优势和认知劣势之间的权衡。因此，诱导性细节是阻碍学习还是促进学习在很大程度上取决于学习者事前的动机程度。

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引用次数: 0

SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics 社会经济地位与学业成绩（并非总是）相关：学生的社会经济地位、学业成绩及其与社会情感、认知和元认知特征的联系概况

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-21 DOI: 10.1016/j.learninstruc.2024.102055

Julia Holzer , Mélanie Maximino-Pinheiro , Grégoire Borst

Background

SES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links.

Aims

This study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics.

Sample

Data were collected from an SES-diverse sample of 171 French ninth-graders (M_age = 14.40 years).

Method

We applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition).

Results

LPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’.

Conclusions

Overall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.

背景社会经济地位是学业成绩的一个公认的预测因素。然而，并非所有学生都能根据其社会经济地位背景取得相应的成绩，而且以变量为主的研究忽视了对社会经济地位与学业成绩之间的关系的研究，而这些关系又不同于通常报告的相关联系。方法我们采用潜在特征分析法（LPA），(a) 在考虑学生的社会经济地位和全国统一考试的学业成绩时，识别不同的特征；(b) 研究不同特征之间在学生个体特征（即：学校幸福感、学业自我概念、书写能力）方面的差异、结果 LPA 显示了 4 种情况：第 1 组（"有韧性的成绩优异者"，占样本的 19.9%）的特征是社会经济地位低于平均水平，但成绩高于平均水平；第 2 组（"预期成绩优异者"，占样本的 42.1%）的特征是社会经济地位和成绩均高于平均水平；第 3 组（"预期成绩较差者"，占样本的 12.9%）的特征是社会经济地位和成绩均低于平均水平；第 4 组（"成绩较差者"，占样本的 25.1%）的特征是社会经济地位高于平均水平，但成绩低于平均水平。与 "成绩不佳者 "相比，"学业适应力强者 "的学校幸福感更高，工作记忆和元认知知识更强，学业自我概念也比 "成绩不佳者 "和 "预期成绩差者 "更高。结论：总之，这些结果表明，低社会经济地位学生的学业适应力与社会情感、认知和元认知资源有关，应在所有学生中培养这些资源，以提高学业成绩。

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引用次数: 0

Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance 调查 "生产性失败 "和 "模仿性失败 "中学习者的特征和过程，以设计适应性指导

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-19 DOI: 10.1016/j.learninstruc.2024.102052

Charleen Brand , Christian Hartmann , Katharina Loibl , Nikol Rummel

Background

We investigate learner characteristics and learning processes in two instructional designs with preparatory activities prior to instruction: Productive Failure (PF) and Vicarious Failure (VF). The aim is to develop a first theoretical understanding of PF and VF learners that can inform directions for the design of adaptive support.

Methods

Based on an experimental study with 110 secondary school students in mathematics, we examine the effect of students’ learner characteristics in PF (students generating own solution attempts) and VF (students studying these attempts). We assess the learning processes based on think-aloud data from 15 PF-VF-model-observer-pairs, analyzing frequencies and sequences of cognitive processes, using the HeuristicsMiner algorithm.

Results

Mathematical ability was related to PF and VF students' learning, prior knowledge and mathematical self-concept to their learning processes. While both groups showed large overlaps in the frequencies and sequences of learning processes, VF students displayed a more analytical and PF students a more solution-oriented approach to the task. Metacognitive planning and evaluation behavior was relevant for VF students’ learning, depending on prior knowledge and ability. For PF students, it depended on mathematical self-concept.

Conclusions

PF and VF students’ learning as well as frequencies and sequences of their learning processes relates to cognitive and affective learner characteristics. Metacognitive planning and evaluation behavior may require adaptive guidance specifically for learners with low mathematical self-concept in PF or prior knowledge and ability in VF.

背景我们研究了两种教学设计中的学习者特征和学习过程，这两种设计在教学前都有准备活动：生产性失败（PF）和模仿性失败（VF）。方法基于一项对 110 名中学生进行的数学实验研究，我们考察了学生的学习者特征在 PF（学生自己生成解决方案尝试）和 VF（学生研究这些尝试）中的影响。我们根据 15 对 PF-VF 模型-观察者的思考-朗读数据对学习过程进行了评估，并使用 HeuristicsMiner 算法分析了认知过程的频率和顺序。结果数学能力与 PF 和 VF 学生的学习有关，先验知识和数学自我概念与他们的学习过程有关。虽然两组学生在学习过程的频率和顺序上有很大的重叠，但 VF 组学生在完成任务时更注重分析，而 PF 组学生更注重解决问题。元认知的规划和评价行为与 VF 学生的学习相关，这取决于先前的知识和能力。结论PF 和 VF 学生的学习及其学习过程的频率和顺序与学习者的认知和情感特征有关。元认知计划和评价行为可能需要适应性指导，特别是对于数学自我概念较低的 PF 学生或已有知识和能力的 VF 学生。

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引用次数: 0

Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom 在虚拟现实课堂上通过适应性反馈提高职前教师的注意能力

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-19 DOI: 10.1016/j.learninstruc.2024.102053

Yizhen Huang , Mira Hansen , Eric Richter , Thilo Kleickmann , Katharina Scheiter , Dirk Richter

Background

Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.

Aims

This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.

Sample

The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.

Methods

We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.

Results

We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.

Conclusions

This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.

背景尽管适应性绩效反馈在教师教育中具有重要意义，但它是否能提高职前教师的注意能力仍不清楚。目的本研究旨在调查反馈对教师注意能力的影响，特别是在虚拟现实（VR）课堂中视觉注意干扰的情况下。我们考察了反馈条件（适应性反馈/静态反馈/无反馈）对教师视觉注意力表现（VAP）三个方面的影响：选择性视觉注意力、视觉扫描范围和对重要事件的视觉敏感性。方法我们使用线性混合效应模型考察了眼动追踪技术在 VR 课堂中的反馈效果。VAP 通过主观（自我报告）和客观（对学生和对物体的注视次数；注视位置的分散程度；所见干扰的次数和首次注视干扰的平均时间）测量。结果我们发现，与对照组相比，两种反馈条件下的参与者都认为自己的（主观）VAP 有所改善。结论这项研究为使用基于实时过程数据的自适应反馈系统提高职前教师在注意重大课堂事件方面的专业能力提供了经验支持。

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引用次数: 0

Competitive and non-competitive school climate and students’ well-being 竞争性和非竞争性学校氛围与学生福祉

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-17 DOI: 10.1016/j.learninstruc.2024.102036

Márta Fülöp , Balázs András Varga , Nóra Sebestyén

Background

For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.

Objectives

The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.

Sample

Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.

Methods

Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.

Results

Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.

Conclusion

It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.

背景数十年来，竞争性的学校氛围一直被认为是导致压力和焦虑水平增加的不健康因素，而支持性和合作性的教育环境则与积极的结果相关联，如提高学生的幸福感水平和改善人际关系。方法测量学生对学校竞争氛围的感知、他们的竞争取向、心理和躯体幸福感（焦虑、感知压力、躯体健康、学校倦怠）以及他们的心理保护因素（积极性自我效能感复原力）。在感知压力和躯体健康指标方面没有发现明显差异，但自我发展竞争取向、焦虑和学校倦怠感在竞争性学校明显较高。回归分析表明，无论学校环境的竞争或非竞争氛围如何，心理保护因素，如抗逆力、自我效能感和积极性，对学生的心理和躯体健康都有很强的正面影响，而焦虑驱动的竞争回避则有中等程度的负面影响。结论：对学生幸福感有决定性影响的不是明确的和感知到的竞争/非竞争导向的教育环境，而是学生个人对竞争的取向及其心理保护的性质。

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引用次数: 0

Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students 自我评价和外部评价的比较效应：测试 2I/E 模型对学业轨道学校学生家长和教师的普适性

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-14 DOI: 10.1016/j.learninstruc.2024.102049

Marlene Wunberg , Alexandra Petrak , Jens Möller , Julian F. Lohmann , Fabian Wolff

Background

According to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers.

Aims

This study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time.

Sample

Participants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers.

Methods

We investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling.

Results

Our results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers.

Conclusions

Given the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.

背景根据 2I/E 模型，社会、维度和时间比较是决定学生学业自我概念的关键因素。本研究旨在首次考察 2I/E 模型对不同家长和教师评分的普适性。样本参与者为德国学术轨道学校的 545 名九年级学生、他们的家长、数学教师和德语教师。方法我们使用结构方程模型研究了社会、维度和时间比较对学生自我概念、家长和教师对学生自我概念的评价以及家长和教师对学生数学和德语能力的评价的共同影响。结果我们的结果有力地支持了2I/E模型对学生自我概念的假设，因为我们在两个领域都发现了较强的社会、适度的维度和较小的时间比较效应。在家长对学生自我概念和能力的评价中，我们发现了强烈的社会比较效应，以及除家长对德语能力的评价外的中度到轻度的维度比较效应。对于教师对学生自我概念和能力的评分，结果显示在两个领域中都只有较强的社会比较效应。结论鉴于家长和教师的评分缺乏时间比较效应，本研究的结果对 2I/E 模型在外部评分中的推广性提出了质疑。然而，研究结果也指出了社会和维度比较效应对家长和教师评分的有趣差异。

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引用次数: 0

Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort 测试 CONIC 模型：自觉性和兴趣在预测学习努力方面的相互作用

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-12 DOI: 10.1016/j.learninstruc.2024.102050

Laura Kehle, Detlef Urhahne

Background

This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.

Aims

This research piece examines the assumed relationships between the three core variables of the CONIC model.

Samples

The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition.

Methods

In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM.

Results

In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group.

Conclusions

Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.

背景本报告由两项研究组成，这两项研究在实验室条件下对特劳特魏因、纳根加斯特、罗伯茨和吕德克（2019年）提出的自觉性×兴趣补偿（CONIC）模型进行了更深入的研究。该模型规定了自觉性和个人兴趣对学业努力的个体效应和补偿效应。AimsThis research piece examines the assumed relationships between the three core variables of the CONIC model.SamplesThe first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control conditions.Methods在最初的建模研究中，我们调查了两种不同学习情境下的模型假设，并使用结构方程建模（SEM）对其进行了检验。在随后的实验研究中，我们操纵了学业努力的预测变量，以促进自觉学习或基于兴趣的学习。结果在建模研究中，兴趣始终是学业努力的正向显著预测因素，而自觉性至少部分地是学业努力的正向显著预测因素。没有发现兴趣和自觉性的补偿效应。在实验研究中，促进自觉学习的结果是，兴趣对学业努力有更强的预测作用。然而，促进以兴趣为基础的学习使自觉性成为学业努力的更强预测因子。此外，在促进自觉学习或基于兴趣的学习的组别中，这两种人格特质的补偿效应明显强于对照组。

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引用次数: 0

Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD 为有多动症和无多动症的成年人的数字阅读和思维游离提供元认知支架

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-11 DOI: 10.1016/j.learninstruc.2024.102051

Adi Brann, Yael Sidi

Background

Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.

Aims

This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.

Sample

The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.

Method

Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.

Results

In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.

Conclusions

Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.

背景数字阅读会加剧注意力持续性挑战，并扩大有注意力缺陷多动障碍（ADHD）和无注意力缺陷多动障碍（ADHD）的学习者之间在阅读理解和监测方面的差距。然而，数字平台的适应性使其能够系统地整合学习支架。本研究旨在探讨逐步融入元认知支架对有多动症和无多动症成人的阅读理解和监测的影响。此外，研究还深入探讨了思维游离（一种通常与持续注意力困难有关的现象）的中介作用。研究样本研究对象包括 210 名年龄在 20-50 岁之间的成年人，其中 50.05% 被诊断为多动症。在这两种条件下，他们都要阅读一篇长篇说明性数字文本，撰写摘要，评估自己的思维游离现象，然后回答理解问题，同时对自己的自信心进行评分。结果在对照组条件下，与非多动症组相比，多动症组的阅读理解能力较差，自信心也较低。然而，在支架条件下，两组的理解能力和自信心水平相当。结论在不同的阅读阶段有策略地纳入指导可以减轻过度思维游离的影响，缩小多动症和非多动症读者之间的理解差距。

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引用次数: 0

Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages 交错练习可提高罗曼语中相似时态和不同时态的语法技能学习效果

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-07 DOI: 10.1016/j.learninstruc.2024.102045

Steven C. Pan , Sergio Rodríguez Flores , Michelle E. Kaku , Wing Hei Esmee Lai

Background

Interleaved practice (or interleaving), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.

Aims

This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.

Sample

Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).

Methods

In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).

Results

Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.

Conclusions

Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.

背景交错练习（或称交错练习），即在学习或练习过程中交替使用类别或概念的策略，可以提高第二语言的语法技能。本研究调查了交错练习能提高哪些语言技能，以及这种提高在多大程度上仅限于高度相似的时态。方法在每个实验中，参与者完成每周两次的学习课程和为期一周的延迟标准测试。在封闭组，参与者每节课学习一种时态。在交错组，参与者在每次学习中交替使用两种时态。标准测试的评估内容包括：动词变位技能（所有实验）、特定使用场景下的时态识别能力（实验 1-3）以及识别以特定时态书写的句子的语言的能力（实验 4）。结论交错使用可提高多种语言技能，包括动词变位、时态识别和语言识别。这些好处并不局限于高度相似的时态。因此，这些结果对交错法的假设提出了挑战，并强调了交错法作为一种有效的语言学习方法的潜力。

{"title":"Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages","authors":"Steven C. Pan , Sergio Rodríguez Flores , Michelle E. Kaku , Wing Hei Esmee Lai","doi":"10.1016/j.learninstruc.2024.102045","DOIUrl":"10.1016/j.learninstruc.2024.102045","url":null,"abstract":"<div><h3>Background</h3><div><em>Interleaved practice</em> (or <em>interleaving</em>), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.</div></div><div><h3>Aims</h3><div>This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.</div></div><div><h3>Sample</h3><div>Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).</div></div><div><h3>Methods</h3><div>In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).</div></div><div><h3>Results</h3><div>Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.</div></div><div><h3>Conclusions</h3><div>Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102045"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Retrieval supports word learning in children with Down syndrome 检索支持唐氏综合症儿童的单词学习

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-07 DOI: 10.1016/j.learninstruc.2024.102048

Laura Boundy, Emily Croft, Kelly Burgoyne

Background

Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.

Aims

This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.

Sample

The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.

Methods

Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.

Results

Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.

Conclusions

Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.

背景在单词学习过程中检索信息可显著提高发育正常儿童和语言发育迟缓儿童的单词保持率和记忆率。本研究探讨了检索练习对唐氏综合症儿童新词学习的影响。样本样本由 11 名年龄在 8-13 岁的唐氏综合症儿童和 11 名年龄在 4-6 岁、接受词汇能力相当的发育正常儿童组成。学习效果在 5 分钟后和一周后进行评估。结果两组受试者在检索条件下对新单词的记忆准确率都明显高于复习条件下的记忆准确率，而且这种影响在一周后仍然存在。唐氏综合症儿童在检索条件下回忆起的这些单词的含义也明显多于复习条件下回忆起的这些单词的含义；而这一效果在典型发育儿童中并不明显。这些发现凸显了检索练习是针对不同人群的有效学习策略。本文还讨论了理论和实践的意义。

{"title":"Retrieval supports word learning in children with Down syndrome","authors":"Laura Boundy, Emily Croft, Kelly Burgoyne","doi":"10.1016/j.learninstruc.2024.102048","DOIUrl":"10.1016/j.learninstruc.2024.102048","url":null,"abstract":"<div><h3>Background</h3><div>Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.</div></div><div><h3>Aims</h3><div>This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.</div></div><div><h3>Sample</h3><div>The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.</div></div><div><h3>Methods</h3><div>Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.</div></div><div><h3>Results</h3><div>Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.</div></div><div><h3>Conclusions</h3><div>Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102048"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0