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Danish, Joshua; Saleh, Asmalina; Andrade, Alejandro; Bryan, Branden – Instructional Science: An International Journal of the Learning Sciences, 2017
Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students' answers and the help they receive as they construct them. We report on a secondary analysis of…
Descriptors: Problem Solving, Ability, Scaffolding (Teaching Technique), Cognitive Development
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Fyfe, Emily R.; Rittle-Johnson, Bethany – Instructional Science: An International Journal of the Learning Sciences, 2017
Recent research highlights the potential benefits of practice without feedback on learner's strategy knowledge. However, most prior work has been conducted in one-on-one settings with short retention intervals. We compared the effects of mathematics practice with and without correct-answer feedback on immediate and 1-week delayed performance in a…
Descriptors: Feedback (Response), Elementary School Mathematics, Drills (Practice), Grade 2
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Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany – Instructional Science: An International Journal of the Learning Sciences, 2015
Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined individual differences in working memory capacity as a potential moderator of feedback type. Second-…
Descriptors: Short Term Memory, Feedback (Response), Grade 2, Grade 3