{"title":"请允许我解释:解释的益处延伸到远端学习成绩","authors":"Anahid S. Modrek, Tania Lombrozo","doi":"10.1111/cogs.13496","DOIUrl":null,"url":null,"abstract":"<p>How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later performance on standardized tests of math and English? In Study 1 (<i>N</i> = 127 5th−6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (<i>N</i> = 20,384 10th graders), participants reported aspects of teachers’ explanations and their own. Controlling for prior test scores, students’ own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance <i>through</i> students’ own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 9","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13496","citationCount":"0","resultStr":"{\"title\":\"Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance\",\"authors\":\"Anahid S. Modrek, Tania Lombrozo\",\"doi\":\"10.1111/cogs.13496\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later performance on standardized tests of math and English? In Study 1 (<i>N</i> = 127 5th−6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (<i>N</i> = 20,384 10th graders), participants reported aspects of teachers’ explanations and their own. Controlling for prior test scores, students’ own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance <i>through</i> students’ own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.</p>\",\"PeriodicalId\":48349,\"journal\":{\"name\":\"Cognitive Science\",\"volume\":\"48 9\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-09-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13496\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Science\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cogs.13496\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Science","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cogs.13496","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance
How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later performance on standardized tests of math and English? In Study 1 (N = 127 5th−6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers’ explanations and their own. Controlling for prior test scores, students’ own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students’ own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.
期刊介绍:
Cognitive Science publishes articles in all areas of cognitive science, covering such topics as knowledge representation, inference, memory processes, learning, problem solving, planning, perception, natural language understanding, connectionism, brain theory, motor control, intentional systems, and other areas of interdisciplinary concern. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists.