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VERBAL RECEPTION, GUIDED DISCOVERY AND THE LEARNING OF SCHEMATA
Author(s) -
ROWELL J. A.,
SIMON J.,
WISEMAN R.
Publication year - 1969
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1969.tb02073.x
Subject(s) - recall , psychology , discovery learning , cognitive psychology , usable , cognition , cognitive science , developmental psychology , multimedia , computer science , neuroscience
S ummary . Verbal reception and guided discovery techniques of teaching are compared in a classroom situation for effectiveness in promoting the formation of stable, usable, cognitive schemata in comparable groups of university students. The results indicate that explicit direction can produce performances superior to those resulting from a guided discovery approach for immediate recall, delayed retention and transfer. Tentative explanations of these findings are discussed.