MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02524nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20221102162044.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
221102b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Roelle, Julian |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
The Role of Specificity, Targeted Learning Activities, and Prior Knowledge for the Effects of Relevance Instructions |
| Statement of responsibility, etc. |
created by Julian Roelle, Lehmkuhl, Nina; Beyer, Martin-Uwe; Berthold, Kirsten |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Bielefeld |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
In 2 experiments we examined the role of (a) specificity, (b) the type of targeted learning activities, and (c) learners' prior knowledge for the effects of relevance instructions on learning from instructional explanations. In Experiment 1, we recruited novices regarding the topic of atomic structure (N = 80) and found that "specific" relevance instructions designed to focus learners' attention on basic contents (i.e., focused processing prompts) were more effective than "general" relevance instructions that merely told learners to process the explanations for study purposes. This "specificity effect" was mediated by lower extraneous load that was due to having to identify the relevant information. Furthermore, regarding the role of the type of targeted learning activities, we found that focused processing prompts were more effective when they were combined with reduced explanations without explicit answers to the focused processing prompts, rather than with complete explanations that included them. This effect was mediated by a higher amount of generative learning activities on the part of the learners who received reduced explanations. To explore the role of learners' prior knowledge, in Experiment 2 we recruited a sample with greater diversity in prior knowledge (N = 77). As in Experiment 1, we found that reduced explanations and focused processing prompts were more effective than complete explanations and general purpose instructions for novice learners. However, learners with a higher degree of prior knowledge benefited more from complete explanations and general purpose instructions than from reduced explanations and focused processing prompts. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
relevance instructions |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
prompts |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
focused processing |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
Web site: http://www.apa.org |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |