國立虎尾科技大學 |

Effect on Superficial Variability of Examples on Learning Applied Probability.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effect on Superficial Variability of Examples on Learning Applied Probability./
Author:	Jin, Tiantian.
Description:	1 online resource (109 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
Contained By:	Dissertation Abstracts International79-07B(E).
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355673234

Effect on Superficial Variability of Examples on Learning Applied Probability.
Jin, Tiantian.

Effect on Superficial Variability of Examples on Learning Applied Probability. - 1 online resource (109 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2018.

Includes bibliographical references

Learning through examples is a central and widely used instructional device for teaching mathematically-based subjects such as statistical probability. However, the applications of the superficial variability of examples remain controversial. This dissertation investigates how the superficial variability of multiple examples influences students' learning and transfer of probability problem-solving. Moreover, the author discovers whether content difficulty affects the influence of examples' superficial variability. Three conditions were developed and compared: consistent-surface condition (CS), varied-surface-within-rule condition (VSWR), and varied-surface-between-rule condition (VSBR). For the purpose of exploration and methodology improvement for the dissertation study, two pilot studies were conducted. However, conflicting results were shown in those two studies. In the first pilot study, students in CS condition performed the worst. In the second pilot study, students in VSBR condition performed the worst. These conflicting results encouraged the author, even more, to conduct the dissertation study with a larger sample size and improved methodology. In this dissertation study, the author found that students' performance on the posttests in VSBR was significantly worse than in the other two conditions, which was consistent with the second pilot study, and that their performance in CS and VSWR condition was not different. Contrary to expectation, the strength of the pattern of the effect of the superficial variability of examples did not vary between the easy and difficult types of problems. Moreover, the pattern was the same when the difficulty variable was not included. These results suggested that examples' superficial consistency between different problem types promotes more effective learning than superficial variation between different problem types. The consistency can be one single cover story used multiple times for each type of problem or the same battery of varied cover stories used repeatedly for different types of problem. Moreover, the pattern of the influence of superficial variability of examples is robust among types of the problem at varying difficulty levels.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355673234Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Effect on Superficial Variability of Examples on Learning Applied Probability.
LDR:03444ntm a2200337Ki 4500 001 918540
005 20181026115418.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355673234
035 $a (MiAaPQ)AAI10746052
035 $a (MiAaPQ)columbia:14440
035 $a AAI10746052
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Jin, Tiantian. $3 1192887
245 1 0 $a Effect on Superficial Variability of Examples on Learning Applied Probability.
264 0 $c 2018
300 $a 1 online resource (109 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
500 $a Adviser: Black John.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
504 $a Includes bibliographical references
520 $a Learning through examples is a central and widely used instructional device for teaching mathematically-based subjects such as statistical probability. However, the applications of the superficial variability of examples remain controversial. This dissertation investigates how the superficial variability of multiple examples influences students' learning and transfer of probability problem-solving. Moreover, the author discovers whether content difficulty affects the influence of examples' superficial variability. Three conditions were developed and compared: consistent-surface condition (CS), varied-surface-within-rule condition (VSWR), and varied-surface-between-rule condition (VSBR). For the purpose of exploration and methodology improvement for the dissertation study, two pilot studies were conducted. However, conflicting results were shown in those two studies. In the first pilot study, students in CS condition performed the worst. In the second pilot study, students in VSBR condition performed the worst. These conflicting results encouraged the author, even more, to conduct the dissertation study with a larger sample size and improved methodology. In this dissertation study, the author found that students' performance on the posttests in VSBR was significantly worse than in the other two conditions, which was consistent with the second pilot study, and that their performance in CS and VSWR condition was not different. Contrary to expectation, the strength of the pattern of the effect of the superficial variability of examples did not vary between the easy and difficult types of problems. Moreover, the pattern was the same when the difficulty variable was not included. These results suggested that examples' superficial consistency between different problem types promotes more effective learning than superficial variation between different problem types. The consistency can be one single cover story used multiple times for each type of problem or the same battery of varied cover stories used repeatedly for different types of problem. Moreover, the pattern of the influence of superficial variability of examples is robust among types of the problem at varying difficulty levels.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Columbia University. $b Cognitive Studies in Education. $3 1188096
773 0 $t Dissertation Abstracts International $g 79-07B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746052 $z click for full text (PQDT)