Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.

By Daniel L. Schwartz, Catherine C. Chase, Marily A. Oppezzo, Doris B. Chin. 2011

474 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/07551d304294355fd359649e17cf126670908b5b

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “A recent study demonstrates how T&P routines can inadvertently interfere with appreciating key contextual structures (Exp. 2; Schwartz et al., 2011).”
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters (2012, background): “For example, providing exploratory activities with subsequent instruction can be beneficial (e.g., DeCaro & Rittle-Johnson, 2011; Schwartz et al., 2011).”
Dark, Beyond Deep: A Paradigm Shift to Cognitive AI with Humanlike Common Sense (2020, unknown): “[488] also showed that contrasting cases”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “Such critiques of Direct Instruction argue that it assigns a passive role to learners, whereas low levels of instructional guidance facilitate learners’ active construction of knowledge, which in turn leads to meaningful and long-term retention and transfer (Dean and Kuhn 2007; Schwartz et al. 2011)”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “Similarly, middle-school students who explored problems and invented their own formula for calculating density before instruction on density gained deeper conceptual and procedural knowledge of density than students who received the lessons first (Schwartz et al., 2011).”
Juxtapeer: Comparative Peer Review Yields Higher Quality Feedback and Promotes Deeper Reflection (2018, background): “For example, when wines are tasted as a flight, or x-rays viewed side-byside, people can factor out the commonalities and appreciate subtle differences that would go unrecognized if studied individually [15,43].”
Learning from productive failure (2015, background): “Comparing and contrasting cases is still another kind of a preparatory activity (e.g., Schwartz et al., 2011).”