Promoting transfer: effects of self-explanation and direct instruction.

By Bethany Rittle-Johnson. 2006

402 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

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Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “Nevertheless, it is generally acknowledged that understanding and training need to promote the transfer of concepts and principles, and good explanations should facilitate that (Lombrozo and Gwynne, 2014b; Rittle-Johnson, 2006; Williams and Lombrozo, 2010; Williams, Lombrozo, and Rehder, 2013).”
Metrics for Explainable AI: Challenges and Prospects (2018, background): “This can be corrected by asking the learner to explicitly express their understanding or reasoning (Bjork et al., 2013; Chi, et al, 1989; 1991; Fernbach, et al., 2012; Mills & Keil, 2004; O’Reilly, Symons, & MacLatchy-Gaudet, 1998; Rittle-Johnson, 2006; Rosenblit & Keil, 2002; VanLehn, Ball, & Kowal”
Direct instruction vs. discovery: The long view (2007, neutral): “C© 2006 Wiley Periodicals, Inc. (e.g., Kirschner, Sweller, & Clark, 2006; Mayer, 2004; Rittle-Johnson, 2006), as well asQ1 policymakers, now endorse.”
Tell me why! Explanations support learning relational and causal structure (2021, background): “Humans generalize better after explaining, even without feedback (Chi et al., 1994; Rittle-Johnson, 2006), and this ability may be learned through education (cf.”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, methodology): “…with only 10% of students solving the equations correctly (e.g., Alibali, 1999; Behr, Erlwanger, & Nichols, 1980; Falkner et al., 1999; Jacobs et al., 2007; Li et al., 2008; McNeil, 2007; Perry, 1991; Powell & Fuchs, 2010; Rittle-Johnson, 2006; Rittle-Johnson & Alibali, 1999; Weaver, 1973).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “Furthermore, there is evidence to suggest the benefits of explicit instruction may not be limited to word learning (Klahr & Nigam, 2004; Rittle-Johnson, 2006; Star & Rittle-Johnson, 2008).”
Defining and measuring conceptual knowledge in mathematics (2014, methodology): “Regardless of how the symbol sort task is construed, it was used in only two sources (Hattikudur & Alibali, 2010; Rittle-Johnson, 2006), and in neither was it explicitly linked to either a connection knowledge definition of conceptual knowledge or a category knowledge definition.”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.”
The hazards of explanation: overgeneralization in the face of exceptions. (2013, background): “…apply broad generalizations without explaining (e.g., because they receive rich and effective instruction) or when learners lack the requisite knowledge to generate reasonable hypotheses about underlying patterns (for related discussion, see Matthews & RittleJohnson, 2009; Rittle-Johnson, 2006).”
Does Discovery-Based Instruction Enhance Learning?. (2011, background): “Furthermore, by having learners better familiarized with the processes of discovery, the cognitive load demands (Kirschner, Sweller, & Clark, 2006; Rittle-Johnson, 2006; Sweller, 1988) might be reduced.”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, neutral): “, Kirschner, Sweller, & Clark, 2006; Klahr & Nigam, 2004; Mayer, 2004; Montpas, 2004) or that active is not always better than passive (e.g., Colliver, 2000; Hundley, 2007, Martin, 2009; Osman, 2008a; Osman, 2008b; Sadler, 2002; Stull & Mayer, 2007; Sendag & Odabasi, 2009; Strobel & van Barneveld, 2”
Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. (2010, background): “The important point here is that what matters for learning is not time per se but how the time is used (Mayer, 2004; Rittle-Johnson, 2006).”
Design-Based Research Within the Constraints of Practice: AlgebraByExample (2015, background): “…students to explain the errors in incorrect solutions, as well as the successful strategy in correct solutions, leads to greater learning than explaining correct solutions only (Durkin & Rittle-Johnson, 2009; Grosse & Renkl, 2004, 2007; Rittle-Johnson, 2006; Siegler, 2002; Siegler & Chen, 2008).”
Generating Natural Language Questions to Support Learning On-Line (2013, background): “Questions embedded in text, or presented while learners are studying text, are hypothesized to promote self-explanation which is known to increase comprehension and enhance transfer of learning (e.g., Rittle-Johnson, 2006).”