Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of...
-
Upload
sylvia-robbins -
Category
Documents
-
view
217 -
download
0
Transcript of Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of...
![Page 1: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/1.jpg)
Anique de BruinErasmus University Rotterdam
Metacognition and cognitive load
The effect of self-explanation when learning to play chess
![Page 2: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/2.jpg)
Goal present studies
• Initial framework:
Expertise development
• Deliberate practice (Ericsson et al., 1993):
metacognitive activities crucial for expertise development
Rehearsal and correction of errors
![Page 3: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/3.jpg)
Metacognitive strategies
• Self-explanations:
– Process more deliberately
– Recognizing inconsistencies
– Stimulate integration new information
Enhances accuracy metacognition
![Page 4: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/4.jpg)
Metacognition in skill acquisition
To what extent do metacognitive activities foster learning in skill domains (chess)?
- non-verbal nature of material
- no explicit information provided
- novices
![Page 5: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/5.jpg)
Self-explanations in chess
• Three groups (N = 15 per group):
1. Observation only (O)
2. Predict next move (PO)
3. Predict and self-explain next move (PSE)
![Page 6: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/6.jpg)
Procedure
• Three phases: – Basic rules
– Learning phase:
• Predict and self-explain
• Prediction only
• Observation
– Test phase: play against computer
![Page 7: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/7.jpg)
Discover chess principles
• Chess rules: too little information to play endgame
Chess principles necessary:• King checkmated at the edge of the
board• Rook minimizes space of the King
What instruction fosters development of principled understanding most?
![Page 8: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/8.jpg)
Results learning phase
Principles applied in learning phase
3040
506070
8090
1 2
Practice Session
Perc
en
tage
pri
nci
ple
s co
rrect
PSE condition
PO condition
![Page 9: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/9.jpg)
Self-explanations
• Three categories:
1. Basic chess rules
2. Partial explanation of principles
3. Complete explanation of principles
![Page 10: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/10.jpg)
Results self-explanations
• Median split on number of SEs:• High-explainers: >51 (mean=95.1)• Low-explainers: <51 (mean=32.4)
Compare differences in SE and chess performance between high- and low-explainers
![Page 11: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/11.jpg)
Chess rule explanations
0
5
10
15
20
25
30
35
1 2
Session
Nu
mber
of
self-e
xpla
nati
on
s
High-explainers
Low-explainers
![Page 12: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/12.jpg)
Partial principle explanations
0
5
10
15
20
25
30
35
40
1 2
Session
Num
ber
of s
elf-
expl
anat
ions
High- explainers
Low- explainers
![Page 13: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/13.jpg)
Complete principle explanations
0
1
2
3
4
5
6
7
1 2
Session
Num
ber
of s
elf-
expl
anat
ions
High- explainers
Low- explainers
![Page 14: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/14.jpg)
Results self-explanations
• Test exercises: high-expl more checkmate than low-expl
• However: No difference in time needed to self-explain
![Page 15: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/15.jpg)
Results test phase
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5
Test exercise
Mea
n p
erce
nta
ge
chec
kmat
e PSE condition
PO condition
Observationcondition
![Page 16: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/16.jpg)
Cognitive load
• From CL perspective surprising:– Despite low prior knowledge, prediction
+ self-explanation foster learning better principled understanding
What (meta)cognitive mechanisms explain SE effect in novices?
![Page 17: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/17.jpg)
Conclusions I
• More explanation of basic chess rules better discovery of principles
• Rehearsing basic rules frees up processing resources for principle discovery
![Page 18: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/18.jpg)
Conclusions II
• Verbalization of self-explanations crucial: No effect in PO condition
– Meaningful self-explanations
• Wording of the SE instruction: Explain why the computer would make that move
• No re-reads (as in text learning) possible
– Verbalized (partial) discoveries of principles receive more activation in WM
![Page 19: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/19.jpg)
Future research
• Examine covert self-explanation in PO condition
• Test effect SE only
• Manipulate rehearsal of basic chess rules to test effect on principle discovery
![Page 20: Anique de Bruin Erasmus University Rotterdam Metacognition and cognitive load The effect of self-explanation when learning to play chess.](https://reader036.fdocuments.us/reader036/viewer/2022062515/56649cdb5503460f949a6561/html5/thumbnails/20.jpg)
Thank you
Questions?