linking cognitive science to education: generation and interleaving effects xxvii annual conference...
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Linking Cognitive Science to Education: Generation and Interleaving Effects
XXVII Annual Conference of the Cognitive Science SocietyStresa, Italy
July 23, 2005
Lindsey E. RichlandRobert A. BjorkJason R. Finley
University of California, Los Angeles
Marcia C. Linn University of California, Berkeley
Introducing Desirable Difficulties for Educational
Applications in Science
www.psych.
University of California, Los Angeles University of California, Berkeley
Robert A. Bjork Marcia C. Linn
Lindsey Richland Britte Cheng
Jason Finley
Matthew Hays
Cognition and Student Learning program:
Institute of Education Sciences Award # R305H020113
“Desirable Difficulties” (Bjork, 1994)
• Design principles that have been found, in laboratory research, to impair performance during training but enhance performance at a delay
“Desirable Difficulties” (Bjork, 1994)
• Spacing rather than massing study• Interleaving rather than blocking practice
on separate topics or tasks• Varying contextual cues• Reducing feedback to the learner• Testing rather than re-presenting
• Laboratory studies using simple material
Learning versus performance• What we can observe is performance, what
we must infer is learning…– and the former is an unreliable index of the
latter
• Instructors are, therefore, susceptible to choosing less-effective conditions of learning over more-effective conditions
• And as learners, we, too, are susceptible to confusing performance with learning
Goals of the IDDEAS project
• Do such findings extend to realistic educational materials and contexts?
• And, more broadly, what design principles are fundamental in optimizing educational materials and practices?
WISE (Web-based Inquiry Science Environment)
http://wise.berkeley.edu
• A software system for science instruction• Advantages as a tool for teachers
– Supports authoring and customization
– Contains a library of tested projects
– Transportable
– Gathers embedded assessments of student progress
• Advantages as an IDDEAS research tool
On-going studies
WISE Platform
• Laboratory studies, UCLA
• Classroom studies, UCB
Design Principles
• Laboratory studies, UCLA
Presentation Order
Example Performance during training
Performance at a delay
Blocked A,A,A,A,A,B,B,B,B,B better worse
Interleaved A,B,B,A,B,A,A,B,A,B worse better
Interleaving Effect
(e.g. Shea & Morgan 1978)
Interleaving
• Motor tasks: patterns, force production, bank machine transactions (Lee & Magill, 1983, Simon & Bjork, 1990 Charles et. al, 1990, Jamieson & Robers, 2000)
• Sports: badminton, volleyball, baseball (Bortoli et al, 1992, Goode & Magill, 1986, Hall et al, 1994)
• Abstract learning tasks: mazes, tracking (Carleson et.al, 1989, Jelsma & Van Merrienboer, 1989, Jelsma & Pieters, 1989)
• Logic rules, boolean operators (Schneider et al, 1995, Carleson & Yaure, 1990)
Generation effects: Example with simple Laboratory materials
(Hirshman & Bjork, 1988)• Read condition:
– Presented: Bread: Butter – Participant responds: “Bread Butter”
• Generation condition:– Presented: Bread: B_tt__– Participant responds: “Bread Butter”
• Read condition: at 30 min. delay– Presented: Bread: Butter
– Participant responds: “Bread Butter”…………13%
• Generation condition:– Presented: Bread: B_tt__
– Participant responds: “Bread Butter”…………41%
Recall of “Butter”
Undergraduate Laboratory Experiment 1
• Explore interleaving and generation effects with realistic educational material
• In a controlled laboratory environment
Undergraduate Laboratory Experiment 1
• Participants: 83 UCLA undergraduates• Material
– Adapted an existing WISE module about habitability of other planets
– 2 Sets of Information to be learned in WISE module (divided into single slides):
• Mass of a Planet
• Distance of a Planet from its Sun
• Procedure:– 1 hour spent on WISE module
– Post-test at 2-day delay
Undergraduate Laboratory Experiment 1
• 2 x 2 Between-subjects
• IV1: Presentation Order: Blocked vs. Interleaved– MMMMMDDDDD vs.– MDDMDMMDMD
• IV2: Embedded Study Events: Read vs. Generate– “Mercury’s mass is less than Earth’s mass.” vs.– “Mercury’s mass is ___ than Earth’s mass.”
Exp. 1 Post-test, 2 Day Delay• Simple sentence-completion: Information that was
presented and re-studied via either generation or reading– E. g. “The amount of heat and light emitted by the sun in our solar
system has increased by ____% since the beginning of earth’s history.”
• Integration questions within a topic (mass or distance)– E. g., “Would an object weigh more on the planets in our solar system
made mostly of gas or made mostly of rock? Why?”
• Integration questions across both topics (mass and distance)– E. g., “Imagine a planet that is smaller than Earth and that was located
1.5 AUs from its sun, which is the same strength as the Earth’s sun. How would this planet’s potential for life compare to Earth’s?”
Exp. 1: Read vs. generate: performance on sentence completions
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100
Instruction Memory Posttest
% Correct
Read Condition
Generate Condition
Exp. 1: Blocked vs. Interleaved by type of Posttest Integration Question
Undergraduate Laboratory Experiment 2
• Participants: 44 UCLA undergraduates
• Same material
• All interleaved order
• Sentence level generation questions– E.g., “Describe in a sentence how the size of one
planet's mass can affect another planet.”
Undergraduate Laboratory Experiment 2
• Between-subjects• IV: Knowledge required for successful
generation:– Within-topic integration [e.g. Mass only] vs.– Between-topic integration [Mass + Distance]
• DV: Post-test at 2 day delay
0
10
20
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50
60
Instruction Transfer to NewSingle Concept
Questions
Transfer to NewConcept Integration
Questions
Mean Performance
Single Concept Generation
Concept Integration Generation
Single Topic Generation
Topic Integration Generation
Transfer to NewSingle TopicQuestions
Transfer to NewTopic Integration
Questions
Exp. 2: Single-topic vs. Topic-integration generation
Undergraduate laboratory studies Reflections
• Findings promising but not straightforward– Possible benefits of interleaving– Definite benefits of generation for a specific item– Possible broader benefits of generation
• Many questions remain– Repetitions– Relatedness of topics– Feasibility
• Extending the chain of evidence• Parallel Studies: laboratory & classroom
Undergraduate laboratory studies Reflections
• Advantages of Collaboration (complex systems approach)– What is realistic?– What is the goal of our research?
• Technology as bridge & Catalyst
For More Information
• IDDEAS : http://iddeas.psych.ucla.edu• WISE : http://wise.berkeley.edu
• Jason Finley: jfinley@ucla.edu
Exp. 2: Illustrative responses
Single idea Generation
Single concept generation
Concept integration generation
Prompt: The range of distances from the sun where the temperature allows water to be liquid are called the _____ _____.Student: “habitable zone”
Prompt: Scientists often use a single measurement to talk about a planet's distance from its sun, but why is this practice misleading? Use a distance listed in the table you saw to explain.Student: “The distance for Mars would be misleading because Mars travels in an elliptical orbit and is different distances from the sun at different times.”
Prompt: Using Jupiter's distance from the sun as an example, explain how the measure of an object's weight can shift when it is in different locations, even if that object is a planet.Student: “An object's weight can shift when its in different locations because it's weight depends upon the strongest pull of gravity. People weigh more on Jupiter than they do on Earth because Jupiter's gravitational pull is stronger. If the object is a planet, then changing the distance it is from the sun will change it's weight because it will either feel a strong gravitational pull (if close to the sun) or a weak gravitational pull (if further away from the sun).”
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