Teaching the science of learning

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this Tutorial Review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies

Efficacy of SpayVac® as a Contraceptive in Feral Horses

We tested the efficacy of 2 formulations of the immunocontraceptive SpayVac®, which packages the immunogen porcine zona pellucida (PZP) and an adjuvant in multilamellar liposomes, as a contraceptive in captive feral horses (Equus caballus) for 3 consecutive breeding seasons (Pauls Valley, OK, USA; 2012–2014) following a single inoculation. Annual fertility rates in control adult female horses (n=30 each yr) were 100%, 96.7%, and 100%. In the nonaqueous treatment group, fertility was 16.7% in the first year (n=30) and 75.9% in the second year (n=29), at which point we dropped the group from the study. Fertility rates in the aqueous group were 13.3%, 46.7%, and 43.3% (n=30 each yr). Fifteen of the females in the aqueous group were infertile in all 3 years. Across 11 sampling dates postvaccination, mean PZP antibody titers in serum were 33.7–91.9% greater in nonpregnant females than pregnant females for the aqueous treatment group and 7.8–82.8% greater for the nonaqueous group. However, the 15 consistently infertile females did not necessarily have the greatest antibody titers. Reactions at the injection site occurred in 29.8% of the 84 females that received an injection other than saline solution, but there was no evidence that the reactions were painful or affected mobility. The nonaqueous formulation produced more local reactions than did the aqueous, but presence of PZP did not increase the frequency of reactions above that seen with liposomes+adjuvant. Uterine edema was not found at frequencies greater than would be expected in untreated females. Additional research to explore relationships between vaccine dose, adjuvant, and efficacy is warranted

Providing worked examples for learning multiple principles

Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Providing worked examples for learning multiple principles. Applied Cognitive Psychology. 2020;34(4):813-824.Worked examples support learning. However, if they introduce easy-to-confuse concepts or principles, specific ways of providing worked examples may influence their effectiveness. Multiple worked examples can be introduced blocked (i.e., several for the same principle) or interleaved (i.e., switching between principles), and can be sequentially or simultaneously presented. Crossing these two factors provides four ways of presenting worked examples: blocked/sequential, interleaved/sequential, blocked/simultaneous, and interleaved/simultaneous. In an experiment with university students (N= 174), we investigated how these two factors influence the acquisition of procedural and conceptual knowledge about different, but closely related (thus, easy-to-confuse) stochastic principles. Additionally, we assessed the ability of students to discriminate between principles with verification tasks. Simultaneous presentation benefitted procedural knowledge whereas, interleaved presentation benefitted conceptual knowledge. No significant differences were found for verification tasks. The results suggest that it is worthwhile to adapt the presentation of the worked examples to the learning goals

Two instructional aids to optimise processing and learning from instructional explanations

Roelle J, Berthold K, Renkl A. Two instructional aids to optimise processing and learning from instructional explanations. Instructional Science. 2014;42(2):207-228.Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential misunderstandings after working on introductory explanations. Against this background, we provided learners with two instructional support measures to optimise the introduction of new principles and concepts by providing instructional explanations in the domain of management theory: (a) prompts designed to induce inferences that are focused on the central content of the explanations, and (b) remedial explanations that are adapted to the learners' knowledge gaps. We tested their effects in a 2 x 2 factorial experimental design with the following factors: (a) prompts designed to induce focused processing (with vs. without), and (b) remedial explanations (adapted vs. random). The participants consisted of 80 psychology students. We found that the prompts fostered both the share of deep-oriented processing and the acquisition of conceptual knowledge. The beneficial effect of prompts on conceptual knowledge was mediated by the number of inferences that learners generated in response to the prompts. In addition, we found that prompts also fostered the instructional efficiency of providing instructional explanations. The provision of adapted remedial explanations, however, fostered neither deep-oriented processing nor the acquisition of conceptual knowledge. We conclude that prompts designed to induce focused processing can foster deep-oriented processing as well as both the effectiveness and efficiency of learning from instructional explanations

The expertise reversal effect in prompting focused processing of instructional explanations

Roelle J, Berthold K. The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science. 2013;41(4):635-656.Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be detrimental for learners with more expertise if the instructional means provide guidance that overlaps with the internal guidance provided by the prior knowledge of learners with more expertise. Under such circumstances, prompts to induce focused processing might even be detrimental for learners with expertise whose prior knowledge already provides internal guidance to learn from explanations. On this basis, we aimed at experimentally varying expertise by developing prior knowledge. Specifically, we used a preparation intervention with contrasting cases to enhance learners' prior knowledge (expertise). Against this background, we tested 71 university students in a 2 x 2 factorial experimental design: (a) Factor of expertise. Working with contrasting cases to develop prior knowledge and expertise to provide internal guidance to learn from instructional explanations (with vs. without), (b) Factor of prompts. Prompts to induce focused processing of the explanations (with vs. without). The results showed that prompts to induce focused processing fostered conceptual knowledge for novice learners whereas prompts hindered the acquisition of conceptual knowledge for learners with expertise that was developed by working with contrasting cases beforehand. Moreover, measures of subjective cognitive load and learning processes suggest that the instructional guidance provided by prompts compensated for the low internal guidance of novice learners and overlapped with the internal guidance of learners with expertise