M C Wittrock
Biographic Data
| ID | 1585078 |
|---|---|
| NAME | M C Wittrock |
| GIVEN NAMES | M C |
| FAMILY NAME | Wittrock |
| SIGNATURE | WITTROCK M C |
| AFFILIATIONS | University of California, Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 4 |
Generation of Summaries and Analogies and Analytic and Holistic Abilities
This study investigates predictions from Wittrock’s model of generative teaching regarding the effects of reader generation of summaries and analogies upon the learning of a block of 50 paragraphs of text. In this study, 59 students were individually assigned at random to three treatments that were predicted and found to rank in the following high to low order on the reading test: (a) Generate Summaries (M = 29.8), (b) Generate Analogies (M = 27.…
Verbal and graphical strategies in the teaching of economics
Teaching and Student Thinking
In this article, Wittrock describes the varied research relating to student cognition and teacher behavior. Specifically, the author outlines how teachers influence studentthinking, which, in turn, influences student achievement. With a cognitive approach, the students' knowledge, beliefs, and attitudes are at the center of any attempt to explain achievement. Research relating to moti vation, attention, comprehension and metacognition is dis cuss…
Teaching learners generative strategies for enhancing reading comprehension
The Teaching of Reading Comprehension according to the Model of Generative Learning
AN INSTRUCTIONAL SEQUENCE derived from Wittrock's model of generative learning was presented in classrooms for three days to 58 ten-year-old children. The purpose of the study was to determine the utility of the model for teaching reading in elementary school classrooms. Employing a unifactor, four-treatment design with participants individually and randomly assigned to the treatments, the data supported (p<.01) the hypothesis that, with time hel…
The Cognitive Movement in Instruction
ed from the article of the same title in the Educational Psychologist, Volume 13, 1978. Copyrighted by the Division of Educational Psychology of the American Psychological Association. A cognitive approach implies that learning from instruction is scientifically more productively studied as an internally, cognitively mediated process than as a direct product of the environment, people, or factors external to the learner. The approach involves und…
The Human Brain
Cognitive Learning in Children
Imagery and Meaningfulness in Free Recall: Word Attributes and Instructional Sets
Allan Paivio's dual-coding hypothesis of retention predicts that stimuli high in imagery value facilitate imaginal processing, while high meaningfulness stimuli facilitate verbal processing. When verbal and imaginal instructional sets have been used to test the predicted interactions, as mentioned above, the findings have almost always been negative, indicating a lack of support for a dual-process theory of coding in retention. In the present stu…
Transfer of Prior Learning to Verbal Instruction
Using a proactive model of transfer of learning, two hypotheses were tested about how specific, experimentally induced differences in prior instruction determine the results of subsequent verbal instruction. In an experiment, 352 children from inner city schools in Los Angeles were individually randomly assigned to six treatments and individually taught and tested. The results supported the two hypotheses about transfer, indicating that transfer …
Learning as a generative process 1
A cognitive model of human learning with understanding is introduced. Empirical research supporting the model, which is called the generative model, is summarized. The model is used to suggest a way to integrate some of the research in cognitive development, human learning, human abilities, information processing, and aptitude‐treatment interactions around the notion of transfer of experience and abilities.
Imagery in the Learning of Verbal Definitions
The purpose of the present study was to determine the effects of self-discovered imagery, experimenter-supplied images, and verbal definitions on the retention of definitions of nouns. Eighty-seven fifth-grade children were randomly assigned to the three conditions and given 16 definitions to learn. The children were instructed to read and learn the definition of each word: (1) by discovering an image and drawing a picture of it, or (2) by tracin…
The Connotative Meaning of the Concept “Public School Teachers”: An Image Analysis of Semantic Differential Data
Verbal Cues and Variety of Classes of Problems in Transfer of Training
A 2 × 2 linear hypothesis design was used to study two variables: (a) verbal cues: rules or answered examples and (b) variety of classes of problems: transpositional or transpositional and substitutional cryptograms. Rules or a variety of classes facilitated transfer
Prompting and Feedback in the Learning, Retention, and Transfer of Concepts
S ummary . 184 college students were taught to decipher coded sentences. Two variables were studied: ( a ) Rule: given or not given before the learner responded; ( b ) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficia…
Effect of Anxiety Upon Retention of Verbal Learning
Effect of Anxiety upon Retention of Verbal Learning
Much research indicates that anxiety at the time of learning complex material interferes with its learning and retention. However, some recent research suggests that the relation between anxiety and learning is more complex. Van Buskirk (1961) found that in the learning of complex material under anxious but not ego-involving conditions, high anxious Ss out-performed low anxious Ss. The study reported here attempted to evaluate the effects of exam…
Generation of Summaries and Analogies and Analytic and Holistic Abilities
This study investigates predictions from Wittrock’s model of generative teaching regarding the effects of reader generation of summaries and analogies upon the learning of a block of 50 paragraphs of text. In this study, 59 students were individually assigned at random to three treatments that were predicted and found to rank in the following high to low order on the reading test: (a) Generate Summaries (M = 29.8), (b) Generate Analogies (M = 27.…
The Teaching of Reading Comprehension according to the Model of Generative Learning
AN INSTRUCTIONAL SEQUENCE derived from Wittrock's model of generative learning was presented in classrooms for three days to 58 ten-year-old children. The purpose of the study was to determine the utility of the model for teaching reading in elementary school classrooms. Employing a unifactor, four-treatment design with participants individually and randomly assigned to the treatments, the data supported (p<.01) the hypothesis that, with time hel…
The Cognitive Movement in Instruction
ed from the article of the same title in the Educational Psychologist, Volume 13, 1978. Copyrighted by the Division of Educational Psychology of the American Psychological Association. A cognitive approach implies that learning from instruction is scientifically more productively studied as an internally, cognitively mediated process than as a direct product of the environment, people, or factors external to the learner. The approach involves und…
Verbal and graphical strategies in the teaching of economics
Imagery in the Learning of Verbal Definitions
The purpose of the present study was to determine the effects of self-discovered imagery, experimenter-supplied images, and verbal definitions on the retention of definitions of nouns. Eighty-seven fifth-grade children were randomly assigned to the three conditions and given 16 definitions to learn. The children were instructed to read and learn the definition of each word: (1) by discovering an image and drawing a picture of it, or (2) by tracin…
Teaching learners generative strategies for enhancing reading comprehension
Imagery and Meaningfulness in Free Recall: Word Attributes and Instructional Sets
Allan Paivio's dual-coding hypothesis of retention predicts that stimuli high in imagery value facilitate imaginal processing, while high meaningfulness stimuli facilitate verbal processing. When verbal and imaginal instructional sets have been used to test the predicted interactions, as mentioned above, the findings have almost always been negative, indicating a lack of support for a dual-process theory of coding in retention. In the present stu…
Effect of Anxiety Upon Retention of Verbal Learning
Effect of Anxiety upon Retention of Verbal Learning
Much research indicates that anxiety at the time of learning complex material interferes with its learning and retention. However, some recent research suggests that the relation between anxiety and learning is more complex. Van Buskirk (1961) found that in the learning of complex material under anxious but not ego-involving conditions, high anxious Ss out-performed low anxious Ss. The study reported here attempted to evaluate the effects of exam…
Verbal Cues and Variety of Classes of Problems in Transfer of Training
A 2 × 2 linear hypothesis design was used to study two variables: (a) verbal cues: rules or answered examples and (b) variety of classes of problems: transpositional or transpositional and substitutional cryptograms. Rules or a variety of classes facilitated transfer
Prompting and Feedback in the Learning, Retention, and Transfer of Concepts
S ummary . 184 college students were taught to decipher coded sentences. Two variables were studied: ( a ) Rule: given or not given before the learner responded; ( b ) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficia…
The Connotative Meaning of the Concept “Public School Teachers”: An Image Analysis of Semantic Differential Data
Imagery in the Learning of Verbal Definitions
The purpose of the present study was to determine the effects of self-discovered imagery, experimenter-supplied images, and verbal definitions on the retention of definitions of nouns. Eighty-seven fifth-grade children were randomly assigned to the three conditions and given 16 definitions to learn. The children were instructed to read and learn the definition of each word: (1) by discovering an image and drawing a picture of it, or (2) by tracin…
Learning as a generative process 1
A cognitive model of human learning with understanding is introduced. Empirical research supporting the model, which is called the generative model, is summarized. The model is used to suggest a way to integrate some of the research in cognitive development, human learning, human abilities, information processing, and aptitude‐treatment interactions around the notion of transfer of experience and abilities.
Imagery and Meaningfulness in Free Recall: Word Attributes and Instructional Sets
Allan Paivio's dual-coding hypothesis of retention predicts that stimuli high in imagery value facilitate imaginal processing, while high meaningfulness stimuli facilitate verbal processing. When verbal and imaginal instructional sets have been used to test the predicted interactions, as mentioned above, the findings have almost always been negative, indicating a lack of support for a dual-process theory of coding in retention. In the present stu…
Transfer of Prior Learning to Verbal Instruction
Using a proactive model of transfer of learning, two hypotheses were tested about how specific, experimentally induced differences in prior instruction determine the results of subsequent verbal instruction. In an experiment, 352 children from inner city schools in Los Angeles were individually randomly assigned to six treatments and individually taught and tested. The results supported the two hypotheses about transfer, indicating that transfer …
Cognitive Learning in Children
The Cognitive Movement in Instruction
ed from the article of the same title in the Educational Psychologist, Volume 13, 1978. Copyrighted by the Division of Educational Psychology of the American Psychological Association. A cognitive approach implies that learning from instruction is scientifically more productively studied as an internally, cognitively mediated process than as a direct product of the environment, people, or factors external to the learner. The approach involves und…
The Human Brain
The Teaching of Reading Comprehension according to the Model of Generative Learning
AN INSTRUCTIONAL SEQUENCE derived from Wittrock's model of generative learning was presented in classrooms for three days to 58 ten-year-old children. The purpose of the study was to determine the utility of the model for teaching reading in elementary school classrooms. Employing a unifactor, four-treatment design with participants individually and randomly assigned to the treatments, the data supported (p<.01) the hypothesis that, with time hel…
Teaching learners generative strategies for enhancing reading comprehension
Verbal and graphical strategies in the teaching of economics
Teaching and Student Thinking
In this article, Wittrock describes the varied research relating to student cognition and teacher behavior. Specifically, the author outlines how teachers influence studentthinking, which, in turn, influences student achievement. With a cognitive approach, the students' knowledge, beliefs, and attitudes are at the center of any attempt to explain achievement. Research relating to moti vation, attention, comprehension and metacognition is dis cuss…
Generation of Summaries and Analogies and Analytic and Holistic Abilities
This study investigates predictions from Wittrock’s model of generative teaching regarding the effects of reader generation of summaries and analogies upon the learning of a block of 50 paragraphs of text. In this study, 59 students were individually assigned at random to three treatments that were predicted and found to rank in the following high to low order on the reading test: (a) Generate Summaries (M = 29.8), (b) Generate Analogies (M = 27.…
Psychology (17 works) · Computer Science (13 works) · Mathematics education (10 works) · Cognitive psychology (9 works) · Artificial Intelligence (7 works) · Cognition (7 works) · Linguistics (7 works) · Artificial Intelligence (6 works) · Developmental psychology (6 works) · Comprehension (5 works)