MARC details
| 000 -LEADER |
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| fixed length control field |
02174nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221102155848.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221102b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Chen, Ouhao |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
The worked example effect, the generation effect, and element interactivity. |
| Statement of responsibility, etc. |
created by Ouhao .Chen, Kalyuga, S., & Sweller, J. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
South Wales |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
The worked example effect indicates that examples providing full guidance on how to solve a problem result in better test performance than a problem-solving condition with no guidance. The generation effect occurs when learners generating responses demonstrate better test performance than learners in a presentation condition that provides an answer. This contradiction may be resolved by the suggestion that the worked example effect occurs for complex, high-element interactivity materials that impose a heavy working memory load whereas the generation effect is applicable for low-element interactivity materials. Two experiments tested this hypothesis in the area of geometry instruction using students with different levels of prior knowledge in geometry. The results of Experiment 1 indicated a worked example effect obtained for materials high in element interactivity and a generation effect for materials low in element interactivity. As levels of expertise increased in Experiment 2, thus reducing effective complexity, this interaction was replaced by a generation effect for all materials. These results suggest that when students need to learn low-element interactivity material, learning will be enhanced if they generate rather than study responses but if students need to learn high-element interactivity material, study may be preferable to generating responses |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
cognitive load theory |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
worked example effect |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
generation effect |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1037/edu0000018 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |