Abstract
In 3 experiments, college students learned how to solve 20 verbal analogy problems and took transfer and memory tests. Subjects learned from worked-out examples that emphasized relational terms such as «part-to-whole» or under 3 other instructional conditions that required responding to examples or that excluded mention of relational terms. The former subjects were more accurate and faster then other subjects on solving new problems involving the same relations but less accurate in recognizing words from previous problems. This pattern is inconsistent with active responding theory, which predicts students learn best by generating answers and receiving feedback to problems, and is consistent with active learning theory, which predicts that students learn best by inducing schemas for particular problem types
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
