TY - JOUR
AU - Einstein, Gilles O.
AB - An exciting and provocative application of cognitive psychology to education rests on basic findings showing that introducing difficulty into learning improves long-term performance and transfer. Many of these basic findings are related to the work of the researchers honored by this volume, as well as their colleagues' work. Inspired in part by the theories and research of the august group of scholars honored by this volume as well as our own basic memory research, we embrace the idea that some types of difficulty are desirable for learning and some are not. An important theme we develop is that prescriptions based on broad classes of desirable difficulty, such as generation, may not always be entirely fruitful. To gain predictive power for effective prescription of desirable difficulty, we describe a contextualistic framework that focuses on the processing stimulated by difficulty, the materials to be learned, and brief consideration of characteristics of the learner. We then apply the framework to the educationally relevant task of remembering text-based information and show that a particular difficulty manipulation will benefit retention under Condition A but not Condition B, whereas an alternative difficulty manipulation will fail under Condition A but not Condition B. We turn first to basic experimental findings that provide the foundation for our framework. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
TI - Experimental cognitive psychology and its applications.: Material Appropriate Difficulty: A Framework for Determining When Difficulty Is Desirable for Improving Learning.
DA - 2006-04-10
UR - https://www.deepdyve.com/lp/american-psychological-association/experimental-cognitive-psychology-and-its-applications-material-YWiA6gChzl
DP - DeepDyve
ER -