Electronic Theses and Dissertations

Identifier

2446

Clayton Estey

Date

2015

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Concentration

General Psychology

Committee Chair

Philip Pavlik

Committee Member

Andrew Olney

Committee Member

Dale Bowman

Abstract

Schema induction occurs when people form mental representations of how to organize and interpret information through learning generalities across multiple events. An instructional intervention/task purported to enhance this process for students is Schema Induction through Evaluation and Correction (SIEC, aka "Text Editing"), whereby students label problems based on their structural quality and edit their flaws away if necessary. We compared the relative learning efficiency of a SIEC condition with a conventional problem solving condition using word-problems one would find in basic probability theory. In a randomized controlled design with a large and diverse internet sample, we found SIEC to offer no advantage over the control in preparing participants for a problem solving posttest, both in terms of relative learning efficiency and raw pretest-posttest gains. The results and their implications are discussed.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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