Mnemonic Verbalizations and Formal Rules in Problem-Solving
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The book is about the form in which rules are best presented to learners for effective retention and successful transfer to novel situations of problem solving in a mathematical context. In a study conducted for the purpose, 60 subjects were randomly assigned to 3 experimental groups of 20 subjects each as follows: (i) Mnemonic Verblizations (MV) group in which subjects were brought to retain rules through mnemonic "shorthand" cues; (ii) Formally Stated (FS) rules group in which learners used formal statements to retain rules; and (iii) a Control (C) group in which subjects were presented rules to learn with no specific attention to the form in which the rules were learned. The study concluded that the form in which rules were presented to learners mattered, but what specific factors involved in enhancing retention and transfer were not clear.
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About the Book
The book is about the form in which rules are best presented to learners for effective retention and transfer to novel situations of problem solving in a mathematical context. In a study conducted for the purpose, mnemonic verbalizations (rules presented in a “shorthand” memory-facilitating form), as opposed to formal statements of rules were used with young learners for the retention and transfer of rules. The study concluded that the facilitative forms in which rules were presented to learners mattered but left open the specific factors at work that made one facilitative form more effective than the other.
About the Author
Felix Bongjoh, PhD, is a graduate of Florida State University. He studied under the renowned learning psychologist and researcher in the field of instructional psychology, Dr. R. M. Gagne, author of The Conditions of Learning, which has since its publication served as the basis for the fundamental theory pioneering types and levels of learning tailored to learner needs. Highly influenced by this perspective, Felix Bongjoh went on to work as a university researcher prior to joining an international organization as an education analyst. As one of his major assignments, he supervised education projects, working closely with teachers and education administrators to ensure: (i) that education delivery met quality standards; and (ii) scientifically designed evidence-based instructional materials used for the purpose met learner needs.