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ERIC Number: ED335008
Record Type: Non-Journal
Publication Date: 1991
Pages: 15
Abstractor: N/A
Reference Count: N/A
Adjunct Questions and Rule Learning.
Rodriguez, Steven
This paper begins by reviewing the results of research on the potential of adjunct questions for teaching both rote recall and intellectual skills, i.e., concept learning, problem solving, and rule learning. It is argued that greater understanding of what kinds of questions best support intellectual skills learning will promote effective instructional design while adding to current knowledge of the learning process. The view that the successful learner takes an active role in the learning process is a major assumption inherent in the framework that is presented for conceptualized research in this area. This view is discussed in terms of the constructivist and generative conceptions of learning with references to assimilation theory, mathemagenic views of learning, cognitive strategy activators, and the information processing model. It is noted that this framework addresses three superordinate factors involved in the learning process: (1) design of stimulus material; (2) active role of the learner; and (3) nature of the learning outcome. A research study planned for the spring of 1991 is then described which will explore the differential effects on learning of three types of adjunct questions incorporated in a text lesson on basic statistical concepts and rules. (The treatments for this study are derived from three separate theoretic perspectives--assimilation theory, forward transfer theory, and cognitive strategy activation--and the subjects will be 80 graduate students at San Jose State University in California.) Suggested topics for future research conclude the paper. (3 figures, 31 references) (BBM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A