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In Order to LearnHow the sequence of topics influences learning$
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Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy O'Shea

Print publication date: 2007

Print ISBN-13: 9780195178845

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195178845.001.0001

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An Example Order for Cognitive Skill Acquisition

An Example Order for Cognitive Skill Acquisition

(p.95) Chapter 7 An Example Order for Cognitive Skill Acquisition
In Order to Learn

Alexander Renkl

Robert K. Atkinson

Oxford University Press

This chapter first provides an overview of the various stages of cognitive skill acquisition in order to situate learning from worked-out examples in the course of learning a new skill. It then defines more precisely the meaning of learning from worked-out examples, provides reasons for its effectiveness, and discusses the relevance of self-explanations and instructional explanations as factors moderating the effectiveness of studying examples. It discusses the problem of structuring the transition from studying examples to problem solving. It describes a preliminary instructional model of example-based skill acquisition that currently guides our research. Finally, it outlines a set of research questions intended to guide future research, such as adapting the proposed fading procedure to individual learners.

Keywords:   cognitive skill acquisition, learning, problem solving, instructional model

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