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Metacognition and cognitive load. The effect of self-explanation when learning to play chess. Anique de Bruin Erasmus University Rotterdam . Goal present studies. Initial framework: Expertise development Deliberate practice (Ericsson et al., 1993):
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Metacognition and cognitive load The effect of self-explanation when learning to play chess Anique de Bruin Erasmus University Rotterdam
Goal present studies • Initial framework: Expertise development • Deliberate practice (Ericsson et al., 1993): • metacognitive activities crucial for expertise development • Rehearsal and correction of errors
Metacognitive strategies • Self-explanations: • Process more deliberately • Recognizing inconsistencies • Stimulate integration new information Enhances accuracy metacognition
Metacognition in skill acquisition • To what extent do metacognitive activities foster learning in skill domains (chess)? • non-verbal nature of material • no explicit information provided • novices
Self-explanations in chess • Three groups (N = 15 per group): • Observation only (O) • Predict next move (PO) • Predict and self-explain next move (PSE)
Procedure • Three phases: • Basic rules • Learning phase: • Predict and self-explain • Prediction only • Observation • Test phase: play against computer
Discover chess principles • Chess rules: too little information to play endgame • Chess principles necessary: • King checkmated at the edge of the board • Rook minimizes space of the King What instruction fosters development of principled understanding most?
Self-explanations • Three categories: • Basic chess rules • Partial explanation of principles • Complete explanation of principles
Results self-explanations • Median split on number of SEs: • High-explainers: >51 (mean=95.1) • Low-explainers: <51 (mean=32.4) Compare differences in SE and chess performance between high- and low-explainers
Results self-explanations • Test exercises: high-expl more checkmate than low-expl • However: No difference in time needed to self-explain
Cognitive load • From CL perspective surprising: • Despite low prior knowledge, prediction + self-explanation foster learning better principled understanding What (meta)cognitive mechanisms explain SE effect in novices?
Conclusions I • More explanation of basic chess rules better discovery of principles • Rehearsing basic rules frees up processing resources for principle discovery
Conclusions II • Verbalization of self-explanations crucial: No effect in PO condition • Meaningful self-explanations • Wording of the SE instruction: Explain why the computer would make that move • No re-reads (as in text learning) possible • Verbalized (partial) discoveries of principles receive more activation in WM
Future research • Examine covert self-explanation in PO condition • Test effect SE only • Manipulate rehearsal of basic chess rules to test effect on principle discovery
Thank you Questions?