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Article: Learning from Comparing Multiple Examples: On the Dilemma of "Similar" or "Different"

TitleLearning from Comparing Multiple Examples: On the Dilemma of "Similar" or "Different"
Authors
KeywordsComparison
Critical Aspects
Multiple Examples
Variability
Variation Theory
Issue Date2012
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1040-726X
Citation
Educational Psychology Review, 2012, v. 24 n. 2, p. 251-269 How to Cite?
AbstractAlthough researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews variation theory research on example design which sheds light on unclear issues regarding the effects of example variability. First, the distinction of surface/structural should be replaced by critical/uncritical in example study. Aspects and features that are critical to students' understanding should be identified and compared in example design. Second, variation as well as similarity among examples should be taken into consideration in example design. Certain patterns of variation and invariance should be adopted to systematically determine the variability of examples. Third, students with different levels of prior knowledge perceive different aspects of examples that are critical for their learning. Examples should be designed according to aspects that are critical to specific students. © 2012 Springer Science+Business Media, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/175526
ISSN
2015 Impact Factor: 2.587
2015 SCImago Journal Rankings: 1.411
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGuo, JPen_US
dc.contributor.authorPang, MFen_US
dc.contributor.authorYang, LYen_US
dc.contributor.authorDing, Yen_US
dc.date.accessioned2012-11-26T08:59:04Z-
dc.date.available2012-11-26T08:59:04Z-
dc.date.issued2012en_US
dc.identifier.citationEducational Psychology Review, 2012, v. 24 n. 2, p. 251-269en_US
dc.identifier.issn1040-726Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175526-
dc.description.abstractAlthough researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews variation theory research on example design which sheds light on unclear issues regarding the effects of example variability. First, the distinction of surface/structural should be replaced by critical/uncritical in example study. Aspects and features that are critical to students' understanding should be identified and compared in example design. Second, variation as well as similarity among examples should be taken into consideration in example design. Certain patterns of variation and invariance should be adopted to systematically determine the variability of examples. Third, students with different levels of prior knowledge perceive different aspects of examples that are critical for their learning. Examples should be designed according to aspects that are critical to specific students. © 2012 Springer Science+Business Media, LLC.en_US
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1040-726Xen_US
dc.relation.ispartofEducational Psychology Reviewen_US
dc.subjectComparisonen_US
dc.subjectCritical Aspectsen_US
dc.subjectMultiple Examplesen_US
dc.subjectVariabilityen_US
dc.subjectVariation Theoryen_US
dc.titleLearning from Comparing Multiple Examples: On the Dilemma of "Similar" or "Different"en_US
dc.typeArticleen_US
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hken_US
dc.identifier.authorityPang, MF=rp00946en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s10648-012-9192-0en_US
dc.identifier.scopuseid_2-s2.0-84862781856en_US
dc.identifier.hkuros205974-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862781856&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume24en_US
dc.identifier.issue2en_US
dc.identifier.spage251en_US
dc.identifier.epage269en_US
dc.identifier.isiWOS:000303474500004-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridGuo, JP=23091028700en_US
dc.identifier.scopusauthoridPang, MF=8333263400en_US
dc.identifier.scopusauthoridYang, LY=35436527500en_US
dc.identifier.scopusauthoridDing, Y=55261189300en_US
dc.identifier.citeulike10389813-

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