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ERIC Number: ED362170
Record Type: RIE
Publication Date: 1993-Jan
Pages: 16
Abstractor: N/A
Reference Count: N/A
Learner-Generated vs. Instructor-Provided Analysis of Semantic Relationships.
Jonassen, David H.; Cole, Peggy
This study compared the effects of instructor-provided vs. learner-generated analyses of semantic relationships between major concepts on structural knowledge acquisition in an introductory psychology course. One group explained the relationships on instructor-provided graphic organizers; the other group classified relationships between concepts by completing skeletal maps provided by the instructor. Increase in structural knowledge was related to practice effect for both groups; the group that generated analysis scored higher at a near-significant level. Regardless of group, there was a significant relationship between total exam score and frequency of completing the treatment exercises (an indicator of motivation). Eight graphs displaying the statistical findings are included. (Contains 19 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Acquisition; Practice Effects; Semantic Mapping; Semantic Relation Comprehension; Semantic Relation Test; Structural Knowledge
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300. For a related paper, see ED 347 999.