The Cambridge Handbook of Cognition and Education PDF
Preview The Cambridge Handbook of Cognition and Education
TheCambridgeHandbookofCognitionandEducation This handbook reviews a wealth of research in cognitive and educational psychologythatinvestigateshowtoenhancelearningandinstructiontoaid students struggling to learn and to advise teachers on how best to support studentlearning.Thehandbookincludesfeaturesthatinformreadersabout how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, read- ing, and writing. Each chapter supplies a description of the learning goal, abalancedpresentationofthecurrentevidenceabouttheefficacyofvarious approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginningtoexplorehowtoimprovestudentachievement. john dunlosky is a professor of psychology in the Department of Psychological Sciences and Director of the Science of Learning and Education Center at Kent State University, USA. He received the Distinguished Scholar Award in 2010 from Kent State University and is afounderoftheInternationalAssociationforMetacognition. katherinea.rawsonisaprofessorofpsychologyintheDepartmentof Psychological Sciences at Kent State University, USA. She has received numerous awards for her research, including the US Presidential Early Career Award for Scientists and Engineers, the Outstanding Research and ScholarshipAwardfromKentStateUniversity,andtheOutstandingEarly CareerAwardfromthePsychonomicSociety. Published online by Cambridge University Press Published online by Cambridge University Press The Cambridge Handbook of Cognition and Education Editedby John Dunlosky KentStateUniversity Katherine A. Rawson KentStateUniversity Published online by Cambridge University Press UniversityPrintingHouse,CambridgeCB28BS,UnitedKingdom OneLibertyPlaza,20thFloor,NewYork,NY10006,USA 477WilliamstownRoad,PortMelbourne,VIC3207,Australia 314–321,3rdFloor,Plot3,SplendorForum,JasolaDistrictCentre, NewDelhi–110025,India 79AnsonRoad,#06–04/06,Singapore079906 CambridgeUniversityPressispartoftheUniversityofCambridge. ItfurtherstheUniversity’smissionbydisseminatingknowledgeinthepursuitof education,learning,andresearchatthehighestinternationallevelsofexcellence. www.cambridge.org Informationonthistitle:www.cambridge.org/9781108416016 DOI:10.1017/9781108235631 ©CambridgeUniversityPress2019 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2019 PrintedintheUnitedKingdombyTJInternationalLtd.PadstowCornwall AcataloguerecordforthispublicationisavailablefromtheBritishLibrary. LibraryofCongressCataloging-in-PublicationData Names:Dunlosky,John,editor. Title:TheCambridgehandbookofcognitionandeducation/editedbyJohnDunlosky,Kent StateUniversity,KatherineA.Rawson,KentStateUniversity. Description: New York : Cambridge University Press, 2019. | Includes bibliographical referencesandindex. Identifiers:LCCN2018033895|ISBN9781108416016(alk.paper) Subjects:LCSH:Cognitivelearning–Handbooks,manuals,etc.|Cognition–Handbooks, manuals,etc. Classification:LCCLB1062.C362019|DDC371.39–dc23 LCrecordavailableathttps://lccn.loc.gov/2018033895 ISBN978-1-108-41601-6Hardback ISBN978-1-108-40130-2Paperback CambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracyof URLsforexternalorthird-partyinternetwebsitesreferredtointhispublication anddoesnotguaranteethatanycontentonsuchwebsitesis,orwillremain, accurateorappropriate. Published online by Cambridge University Press Contents ListofFigures pageviii ListofTables xiii ListofContributors xv HowCognitivePsychologyCanInformEvidence-Based EducationReform:AnOverviewofTheCambridgeHandbook ofCognitionandEducation 1 john dunlosky and katherine a. rawson PartI Foundations 15 1 HowtheLearningSciencesCanInformCognitivePsychology 17 keith sawyer and john dunlosky 2 QuackeryinEducationalResearch 35 daniel h.robinson and joel r. levin PartII ScienceandMath 49 3 TeachingCriticalThinkingasifOurFutureDependsonIt, BecauseItDoes 51 diane f. halpern and heather a. butler 4 ImprovingStudents’ScientificThinking 67 david klahr, corinne zimmerman, and bryan j. matlen 5 SpatialSkills,Reasoning,andMathematics nora s.newcombe, julie l. booth, and elizabeth 100 a. gunderson 6 IterativeDevelopmentofConceptualandProcedural KnowledgeinMathematicsLearningandInstruction 124 bethany rittle-johnson 7 DevelopmentofFractionUnderstanding 148 pooja g. sidney,clarissa a. thompson,and john e. opfer v Published online by Cambridge University Press vi Contents 8 LearningHowtoSolveProblemsbyStudyingExamples 183 tamara van gog, nikol rummel,and alexander renkl 9 HarnessingOurHandstoTeachMathematics:HowGestureCan BeUsedasaTeachingToolintheClassroom 209 elizabeth m. wakefield and susan goldin-meadow PartIII ReadingandWriting 235 10 FundamentalComponentsofReadingComprehension 237 anne e. cook and edward j. o’brien 11 WritingasaLearningActivity 266 perry d. klein and aartje van dijk 12 BilingualismandEducation:BridgingCognitiveScience ResearchtoLanguageLearning 292 gigiluk and judith f. kroll 13 Note-Taking 320 stephen t. peverly and amie d. wolf 14 Multiple-TextComprehension 356 jean-franc¸ois rouet, m. anne britt, and anna potocki 15 InterventionstoPromoteReadingforUnderstanding:Current EvidenceandFutureDirections 381 elizabeth a.stevens and sharon vaughn PartIV GeneralLearningStrategies 409 16 WhenDoesInterleavingPracticeImproveLearning? 411 paulo f. carvalho and robert l. goldstone 17 CorrectingStudentErrorsandMisconceptions 437 elizabeth j. marsh and emmaline drew eliseev 18 HowMultimediaCanImproveLearningandInstruction 460 richard e. mayer 19 Multiple-ChoiceandShort-AnswerQuizzingonEqual FootingintheClassroom:PotentialIndirectEffectsofTesting 480 mark a. mcdanieland jeril. little 20 CollaborativeLearning:TheBenefitsandCosts timothy j. nokes-malach, cristina d. zepeda, j.elizabeth 500 richey, and soniya gadgil 21 Self-Explaining:LearningAboutPrinciplesandTheir Application 528 alexander renkl and alexandereitel Published online by Cambridge University Press Contents vii 22 EnhancingtheQualityofStudentLearningUsing DistributedPractice melody wiseheart, carolina e. ku¨pper-tetzel, tina weston, alice s. n. kim, irina v.kapler, and vanessa 550 foot-seymour PartV Metacognition 585 23 Self-RegulationinComputer-AssistedLearningSystems roger azevedo, nicholas v. mudrick, michelle taub, and 587 amanda e.bradbury 24 ImprovingStudents’MetacomprehensionAccuracy 619 thomas d. griffin, marta k. mielicki, and jennifer wiley 25 CalibrationandSelf-RegulatedLearning:Makingthe Connections 647 douglas j. hacker and linda bol 26 Teachers’JudgmentsofStudentLearningofMathematics keith w. thiede, steven oswalt, jonathan l. brendefur, 678 michele b. carney, and richard d. osguthorpe 27 LearningStrategiesandSelf-RegulatedLearning 696 philip h. winne and zahia marzouk Index 716 Published online by Cambridge University Press Figures 4.1 Visualrepresentationofthe“Earthislikeapeach”analogy(after Matlenetal.,2011) page77 4.2 Thecontrolpanelandtwosampleprogramsfordiscoveringhowthe “mysterykey”(labeled“RPT”)worksonasimulatedrobot(shownin its“home”positioninthecenterofthescreenshot)(afterKlahr,Fay, &Dunbar,1993) 82 4.3 Atypicalitemfroma“high-stakes”stateassessmentofdomain- generalexperimentationskillsandknowledge 84 4.4 Typicalcomputer-interfaceitemforassessingchildren’sabilityto designunconfoundedexperimentsaspartoftheirCVStraining 85 5.1 (a)IllustrationofthetypeofitemsusedontheThurstonemental rotationtask;(b)AsampleitemfromtheChildren’sMental TransformationTask(fromGunderson,etal.,2012,p.1233. ReprintedwithpermissionfromtheAmericanPsychological Association) 104 5.2 Proportionalreasoningmeasure 105 5.3 Examplesofcorevs.culturallymediatedprinciplesofgeometry (fromGiofrè,etal.,2013,p.117.Copyright2013byElsevier. Reprintedwithpermission) 110 5.4 Classificationsofspatialabilities(fromChristou,2010,p.209. Copyright2010bySpringerScience+BusinessMediaB.V.Reprinted withpermission) 112 6.1 Schematicoffourtheoreticalviewpointsonthecausalrelations betweenconceptualandproceduralknowledge 127 6.2 Regressionpathsofthebest-fittingstructuralequationmodelofthe relationsamongconceptualandproceduralknowledgeinStudy1 (fromSchneider,Rittle-Johnson,andStar,2011.Reprintedwith permissionfromtheAmericanPsychologicalAssociation) 133 6.3 Experiment1gainscoresbyconditionforeachitemtype(from Rittle-Johnson&Koedinger,2009,p.491.Copyright2009bythe BritishPsychologicalSociety.Reprintedwithpermission) 138 7.1 Anillustrationofchildren’sintuitionsaboutmathematicalpatterns vs.difficultyreasoningabouttheformalsymbolicfractionalnotation usedtorepresentthosemagnitudes 149 7.2 Tasksforassessingknowledgeofnatural,wholenumbermagnitudes 152 viii Published online by Cambridge University Press ListofFigures ix 7.3 Examplestimulifortasksassessinginfants’,children’s,andadults’ abilitytorepresentandcomparenonsymbolicratiosandproportions 156 7.4 Illustrationofataskinwhichparticipantsdrawadiagramto representafractiondivisionproblem 165 7.5 Fractionscanberepresentedusingareamodels(PanelA)andnumber lines(PanelB) 169 8.1 Workedexampleofanelectricalcircuitstroubleshootingtask(after VanGog,Kester,&Paas,2011;VanGogetal.,2015) 185 8.2 Screenshotofavideomodelingexample(usedinHoogerheide,Van Wermeskerkenetal.,2016)inwhichitisdemonstratedandexplained howtosolveanelectricalcircuitstroubleshootingtask(thestepsof theprocedurearepresentedontheslides) 186 8.3 Exampleofaself-explanationprompt(seebottom-left)and illustrationofthedifferencebetweenamolar(left)andmodular (right)example(fromHilbertetal.,2008,reprintedwithpermission) 192 9.1 Exampleofteacherhighlightingtwosidesofanequationthrough gesture 215 9.2 Exampleofteacherdemonstratingslopechangesusingiconicgesture (fromAlibali&Nathan,2012,withpermissionfromTaylor&Francis) 215 9.3 Examplesofgesturestrategiesproducedbychildren 218 9.4 Examplesofthegesturestrategieschildrenweretaughttoproducein Goldin-Meadow,Cook,andMitchell(2009) 224 10.1 TheRI-Valmodelofcomprehension(fromO’Brien&Cook,2016) 247 10.2 Readingtimesinmillisecondsfornonanomalousandanomaloustarget andspilloversentencesasafunctionofcontextconditions–(a)shared vs.(b)distinguishingfeatures(fromWilliams,Cook,&O’Brien, 2018) 251 10.3 Readingtimesinmillisecondsfortargetandspilloversentencesas afunctionofconsistencyandpassageposition(earlyvs.late)–(a) nonfantasy-relatedinconsistencies,(b)fantasy-relatedinconsistencies (fromWalsh,Cook,&O’Brien,2018) 254 12.1 Englishlanguagearts(ELA)performanceforGrade3studentswith diverselanguagebackgrounds 309 12.2 MathematicsperformanceforGrade3studentswithdiverselanguage backgrounds 310 13.1 Hypothesizedrelationshipsamongcognitiveprocesses,notes,and testperformance(reprintedfromPeverlyetal.,2012,withpermission fromJohnWileyandSons) 329 14.1 Referencestodocumentsinundergraduatestudents’shortessays abouthistoricalcontroversiesasobservedinthestudybyRouetetal. (1996,adaptedwithpermissionfromtheAmericanPsychological Association) 362 14.2 Meannumberofideaunitsinstudents’essaysasafunctionwriting taskandtypeofideaunitcategoryinthestudybyLeBigotandRouet (2007) 368 Published online by Cambridge University Press x ListofFigures 14.3 Modellinkingindividualcharacteristicstomultiple-text comprehension(Bråtenetal.,2014) 371 15.1 ThemesidentifiedfromScammaccaetal.(2016) 391 15.2 Graphicorganizerdemonstratingmultiplestrategiesforword learning 397 15.3 GettheGistgraphicorganizer 399 16.1 ExamplesofpaintingsandartistsusedbyKornellandcolleagues (Kornell&Bjork,2008;Kornelletal.,2010) 415 16.2 Averageposttestscorebyconceptrepetitionrateforthe(a) self-regulatedand(b)yokedgroupsinCarvalhoandcolleagues (2016;reprintedwithpermission) 420 16.3 SchematicrepresentationofthemechanismproposedinSequential AttentionTheory(SAT)forhoweachsequenceleadstoattendingto differentpropertiesofthestudiedmaterials(fromCarvalho& Goldstone,2017b.ReprintedwithpermissionfromtheAmerican PsychologicalAssociation) 422 17.1 Proportionoferrorscorrectedonthefinaltestbasedonfeedback condition(nofeedback,correct/incorrect,answerfeedback)andthe numberofmultiple-choicealternativeanswerchoices(two,three, four)onaninitialmultiple-choicetest(afterMarshetal.,2012) 440 17.2 Theeffectoffeedbacktype(nofeedback,correctanswerfeedback, explanationfeedback)onrepeatedquestionscomparedwithtransfer questions(fromButler,Godbole,&Marsh,2013,p.292.Adapted withpermissionfromtheAmericanPsychologicalAssociation) 444 17.3 Theballandstringproblem,whichtestsaperson’sunderstandingof curvilinearmotion(afterKaiser,Jonides,&Alexander,1986) 446 18.1 Framesfromnarratedanimationonhowabicycletirepumpworks 463 18.2 Cognitivetheoryofmultimedialearning 464 18.3 Dopeoplelearnbetterwhenweaddinterestingbutextraneoustext? 467 18.4 Whichinstructionalmethodleadstobetterlearningaboutbraking systems? 468 18.5 Whichinstructionalmethodleadstobetterlearningfromanonline slideshow? 469 18.6 DopeoplelearnbetterwhenaCONTINUEbuttonisaddedaftereach segment? 470 18.7 Dopeoplelearnbetterwhentheyreceivepretraininginthenamesand characteristicsofthekeyelements? 471 18.8 Whichinstructionalmethodleadstobetterlearningfromanonline slideshow? 472 18.9 Dopeoplelearnbetterwhenanonscreenagentuseshumanlike gesturesorstandsstill? 474 Published online by Cambridge University Press
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