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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

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

Alexander Renkl

Robert K. Atkinson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195178845.003.0007

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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