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Updated: Jul 28, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
Cue recognition and cue elaboration in learning from examples
Abstract:
This paper describes the processes used by students to learn from worked-out examples and by working through problems. Evidence is derived from protocols of students learning secondary school mathematics and physics. The students acquired knowledge from the examples in the form of productions (condition-->action): first discovering conditions under which the actions are appropriate and then elaborating the conditions to enhance efficiency. Students devoted most of their attention to the condition side of the productions. Subsequently, they generalized the productions for broader application and acquired specialized productions for special problem classes.
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