File(s) stored somewhere else

Please note: Linked content is NOT stored on Carnegie Mellon University and we can't guarantee its availability, quality, security or accept any liability.

The role of elaborations in learning a skill from an instructional text.

journal contribution
posted on 01.01.1986 by Lynne M. Reder, Davida H. Charney, Kim I Morgan

In these studies, we examined the role of elaborations for subjects learning a procedural skill (viz., using a personal computer) from an instructional text. In Experiment 1, we compared two sources of elaborations: those provided by the author and those generated by learners while reading. In the latter condition, subjects were given advance information about the tasks they were to perform so that they would generate more specific task-related elaborations while reading. Each source of elaborations facilitated skill performance. This result contrasts with results of the past experiments testing declarative knowledge in which author-provided elaborations were found to hurt performance. In Experiment 2, the author-provided elaborations were classified into those illustrating the syntax of the operating system commands and those explaining basic concepts and their applicability. Syntax elaborations produced significant facilitation for experienced and novice computer users. Concept elaborations produced no reliable improvement.

History

Date

01/01/1986

Exports

Exports