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Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?

Zamary, Amanda ; Rawson, Katherine A

Educational Psychology Review, September 2018, Vol.30(3), p.1167 [Peer Reviewed Journal]

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  • Title:
    Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?
  • Author/Creator: Zamary, Amanda ; Rawson, Katherine A
  • Language: English
  • Subjects: Concept Formation ; Educational Psychology ; Learning Processes ; Models ; Performance ; Education ; Psychology
  • Is Part Of: Educational Psychology Review, September 2018, Vol.30(3), p.1167
  • Description: Declarative concepts (abstract concepts denoted by key terms and definitions) are foundational content in many courses at most grade levels. The current research compared the relative effectiveness of provided examples to faded examples (a technique involving a transition from studying provided examples to completing partial examples to generating examples) for learning declarative concepts. In two experiments (experiment 1: n = 146, experiment 2: n = 131), participants were randomly assigned to study provided examples or complete faded examples. Two days later, participants took two final tests to assess their long-term learning: a novel example classification test and an example generation test. Results across experiments were highly consistent: performance on both final tests was similar following provided examples and faded examples practice; however, provided examples took much less time to implement during practice. Therefore, considering both long-term learning and efficiency...
  • Identifier: ISSN: 1040-726X ; E-ISSN: 1573-336X ; DOI: 10.1007/s10648-018-9433-y