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The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning.
- Source :
-
Cognition & Instruction . 2006, Vol. 24 Issue 4, p565-591. 27p. 2 Charts. - Publication Year :
- 2006
-
Abstract
- We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 07370008
- Volume :
- 24
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Cognition & Instruction
- Publication Type :
- Academic Journal
- Accession number :
- 22834797
- Full Text :
- https://doi.org/10.1207/s1532690xci2404_4