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Anique de Bruin

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Deliberate practice (Ericsson et al., 1993) ... Chess rules: too little information to play endgame. Chess principles necessary: ... – PowerPoint PPT presentation

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Title: Anique de Bruin


1
Metacognition and cognitive load
The effect of self-explanation when learning to
play chess
  • Anique de Bruin
  • Erasmus University Rotterdam

2
Goal present studies
  • Initial framework
  • ? Expertise development
  • Deliberate practice (Ericsson et al., 1993)
  • metacognitive activities crucial for expertise
    development
  • Rehearsal and correction of errors

3
Metacognitive strategies
  • Self-explanations
  • Process more deliberately
  • Recognizing inconsistencies
  • Stimulate integration new information
  • ? Enhances accuracy metacognition

4
Metacognition in skill acquisition
  • To what extent do metacognitive activities foster
    learning in skill domains (chess)?
  • non-verbal nature of material
  • no explicit information provided
  • novices

5
Self-explanations in chess
  • Three groups (N 15 per group)
  • Observation only (O)
  • Predict next move (PO)
  • Predict and self-explain next move (PSE)

6
Procedure
  • Three phases
  • Basic rules
  • Learning phase
  • Predict and self-explain
  • Prediction only
  • Observation
  • Test phase play against computer

7
Discover chess principles
  • Chess rules too little information to play
    endgame
  • Chess principles necessary
  • King checkmated at the edge of the board
  • Rook minimizes space of the King
  • What instruction fosters development of
    principled understanding most?

8
Results learning phase
9
Self-explanations
  • Three categories
  • Basic chess rules
  • Partial explanation of principles
  • Complete explanation of principles

10
Results self-explanations
  • Median split on number of SEs
  • High-explainers gt51 (mean95.1)
  • Low-explainers lt51 (mean32.4)
  • ? Compare differences in SE and chess performance
    between high- and low-explainers

11
Chess rule explanations
12
Partial principle explanations
13
Complete principle explanations
14
Results self-explanations
  • Test exercises high-expl more checkmate than
    low-expl
  • However No difference in time needed to
    self-explain

15
Results test phase
16
Cognitive load
  • From CL perspective surprising
  • Despite low prior knowledge, prediction
    self-explanation foster learning ? better
    principled understanding
  • What (meta)cognitive mechanisms
  • explain SE effect in novices?

17
Conclusions I
  • More explanation of basic chess rules ? better
    discovery of principles
  • Rehearsing basic rules frees up processing
    resources for principle discovery

18
Conclusions II
  • Verbalization of self-explanations crucial No
    effect in PO condition
  • Meaningful self-explanations
  • Wording of the SE instruction Explain why the
    computer would make that move
  • No re-reads (as in text learning) possible
  • Verbalized (partial) discoveries of principles
    receive more activation in WM

19
Future research
  • Examine covert self-explanation in PO condition
  • Test effect SE only
  • Manipulate rehearsal of basic chess rules to test
    effect on principle discovery

20
Thank you
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