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Exemplar learners and rule learners: Stable tendencies or malleable preferences?
Min Kyung Hong1, Lisa K Fazio1
1Department of Psychology and Human Development, Vanderbilt University.
Journal of Experimental Psychology. Applied
|February 15, 2024
Summary
Students can adapt their learning strategies. Both exemplar and rule learners adopted rule-based strategies after rule-focused training, showing learning flexibility.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Learning Sciences
Background:
- Learners utilize either exemplar-based (memorizing examples) or rule-based (abstracting rules) strategies.
- Prior research indicates a link between inherent learning tendencies and strategy selection.
- Teaching methods (rule-focused vs. exemplar-focused) also influence strategy choice.
Purpose of the Study:
- To investigate the interaction between inherent learning tendencies and training methods on strategy adoption.
- To determine if exemplar learners can switch to rule-based strategies with rule-focused training.
- To assess if rule learners fail to learn rules when presented with exemplar-focused training.
Main Methods:
- An alphanumeric symbol addition task was employed to study learning strategies.
- Participants were categorized as either rule learners or exemplar learners based on pre-existing tendencies.
- Training conditions were manipulated to be either rule-focused or exemplar-focused.
Main Results:
- Both rule learners and exemplar learners adopted rule-based strategies following rule-focused training.
- Neither group successfully learned the rule when provided with exemplar-focused training.
- Inherent learning tendencies did not prevent strategy adoption based on training.
Conclusions:
- Individuals' learning strategies can be shaped by instructional focus, irrespective of their initial learning tendencies.
- Rule-focused training effectively promotes rule-based strategy adoption in both rule and exemplar learners.
- Exemplar-focused training appears insufficient for rule acquisition in this task.
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