Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Learning by imagining.

G Cooper1, S Tindall-Ford, P Chandler

  • 1School of Education, University of New South Wales, Sydney, N.S.W., 2052 Australia.

Journal of Experimental Psychology. Applied
|October 2, 2001
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Achievement of Target Gain Larger than Unity in an Inertial Fusion Experiment.

Physical review letters·2024
Same author

The social and emotional wellbeing needs of Aboriginal staff in out of home care: Walking in two worlds.

Child abuse & neglect·2023
Same author

Lawson Criterion for Ignition Exceeded in an Inertial Fusion Experiment.

Physical review letters·2022
Same author

Thirty-Day Mortality for Proximal Femoral Fractures Treated at a U.K. Elective Center with a Site-Streaming Policy During the COVID-19 Pandemic.

JB & JS open access·2021
Same author

Risk factors for non-communicable diseases related to obesity among first- and second-generation Bangladeshi migrants living in north-east or south-east England.

International journal of obesity (2005)·2021
Same author

Observations of pressure anisotropy effects within semi-collisional magnetized plasma bubbles.

Nature communications·2021
Same journal

Configurational antecedents of employee green behavior: A mixed methods study.

Journal of experimental psychology. Applied·2026
Same journal

The effects of counterfactual thinking on unilateral forgiveness: Can victims do it on their own?

Journal of experimental psychology. Applied·2026
Same journal

Gray swan neglect: Do forecasters account for low(ish) probability events?

Journal of experimental psychology. Applied·2026
Same journal

An inductive learning intervention to improve news veracity discernment.

Journal of experimental psychology. Applied·2026
Same journal

Forgetting and blame: When cognitive lapses excuse and when they backfire.

Journal of experimental psychology. Applied·2026
Same journal

Predecisional distortion of risk information seen in icon arrays.

Journal of experimental psychology. Applied·2026
See all related articles

Imagining worked examples can enhance learning for students with prior knowledge, but may hinder those with less knowledge. This study compared studying versus imagining instructional strategies.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Instructional Design

Background:

  • Traditional instructional strategies often involve studying worked examples.
  • The potential benefits of alternative strategies, such as imagining, are less understood.
  • Prior knowledge is a critical factor in how learners process information.

Purpose of the Study:

  • To compare the effectiveness of studying worked examples versus imagining worked examples.
  • To investigate the moderating role of prerequisite knowledge on learning outcomes.
  • To determine conditions under which imagining can facilitate or impede learning.

Main Methods:

  • Five experiments were conducted comparing two instructional strategies: studying worked examples and imagining worked examples.

Related Experiment Videos

  • Participants' prior knowledge (prerequisite schemas) was assessed.
  • Learning was measured by comparing performance between the two groups.

    • Main Results:

    • Students with prerequisite schemas benefited more from imagining worked examples compared to studying.
    • Students with less prior knowledge showed negative effects on learning when imagining compared to studying.
    • Experimental results supported the hypotheses regarding the moderating effect of prior knowledge.

    Conclusions:

    • Imagining worked examples can be a powerful learning tool for knowledgeable students.
    • The effectiveness of imagining as an instructional strategy is dependent on the learner's existing knowledge base.
    • Learner-specific strategies, considering prior knowledge, are crucial for optimizing educational outcomes.