Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3982
Title: The Impact of Example Comparisons on Schema Acquisition: Do Learners Really Need Multiple Examples?
Authors: Scheiter, Katharina
Gerjets, Peter
Schuh, Julia
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Scheiter, K., Gerjets, P., & Schuh, J. (2004). The Impact of Example Comparisons on Schema Acquisition: Do Learners Really Need Multiple Examples?. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 457-464). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: Comparing multiple examples within problem categories is usually considered a necessary prerequisite for schema acquisition. However, there is an evident lack of conclusive empirical evidence supporting this claim. Moreover, there are findings indicating that carefully designed one-example conditions may allow for profitable processes of example comparison as well. In line with this reasoning, we present an experiment - that builds up on a series of studies conducted by Quilici and Mayer (1996) yielding that multiple examples are only helpful for schema acquisition if the examples are processed thoroughly and if additional instructional support is provided for learners. Moreover, our study gives first evidence that multiple examples may even impede performance under less optimal learning conditions.
URI: https://doi.dx.org/10.22318/icls2004.457
https://repository.isls.org//handle/1/3982
Appears in Collections:ICLS 2004

Files in This Item:
File SizeFormat 
457-464.pdf164.45 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.