Difference between revisions of "Feature focusing"
| Line 1: | Line 1: | ||
| − | + | ==Brief statement of principle== | |
| − | + | Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant [[features]] of the material, as opposed to unfocused instruction or instruction that guides attention toward on irrelevant [[features]]. | |
| − | Feature focusing instruction may help students to learn [[knowledge components]] with higher [[feature validity]]. | + | ==Description of principle== |
| − | + | This principle involves encouraging students to focus on the key [[knowledge components]] in the educational material they are studying. Feature focusing instruction may help students to learn [[knowledge components]] with higher [[feature validity]]. More geneally, attention [[focusing]] may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[strength]]. | |
| − | More | + | ===Operational definition=== |
| − | + | Instruction that guides the student to key [[knowledge components]] will result in superior [[long-term retention]] than unfocused instruction. | |
| + | ===Examples=== | ||
| + | Examples include the [[Note-Taking: Focusing On Concepts| Note-Taking]] studies in the Refinement and Fluency cluster. | ||
| + | ==Experimental support== | ||
| + | ===Laboratory experiment support=== | ||
| + | Two note-taking studies have found that when copy-pasting notes, students perform better on both [[Normal post-test|Normal post-tests]] and [[long-term retention]] tests when they make selections that include only single ideas, rather than multiple ideas. While behavioral interventions have been effective in reducing selection size, they have not produced increased learning outcomes. With regards to note-taking students' ability to identify key [[knowledge components]] may be limited by their understanding of the material, rather than the note-taking interface. | ||
| + | ===In vivo experiment support=== | ||
| + | ==Theoretical rationale== | ||
| + | (These entries should link to one or more [[:Category:Learning Processes|learning processes]].) | ||
| + | ==Conditions of application== | ||
| + | ==Caveats, limitations, open issues, or dissenting views== | ||
| + | ==Variations (descendants)== | ||
| + | ==Generalizations (ascendants)== | ||
| + | ==References== | ||
[[Category:Glossary]] | [[Category:Glossary]] | ||
| − | [[Category: | + | [[Category:Instructional Principle]] |
[[Category:Refinement and Fluency]] | [[Category:Refinement and Fluency]] | ||
Revision as of 22:15, 29 March 2008
Contents
Brief statement of principle
Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant features of the material, as opposed to unfocused instruction or instruction that guides attention toward on irrelevant features.
Description of principle
This principle involves encouraging students to focus on the key knowledge components in the educational material they are studying. Feature focusing instruction may help students to learn knowledge components with higher feature validity. More geneally, attention focusing may also result in students spending more time during a learning event on a particular knowledge component and thus increase its strength.
Operational definition
Instruction that guides the student to key knowledge components will result in superior long-term retention than unfocused instruction.
Examples
Examples include the Note-Taking studies in the Refinement and Fluency cluster.
Experimental support
Laboratory experiment support
Two note-taking studies have found that when copy-pasting notes, students perform better on both Normal post-tests and long-term retention tests when they make selections that include only single ideas, rather than multiple ideas. While behavioral interventions have been effective in reducing selection size, they have not produced increased learning outcomes. With regards to note-taking students' ability to identify key knowledge components may be limited by their understanding of the material, rather than the note-taking interface.
In vivo experiment support
Theoretical rationale
(These entries should link to one or more learning processes.)
