Title

Near-Infrared Spectroscopic Survey Of B-Type Asteroids: Compositional Analysis

Keywords

Metacognitive prompting; Simulation-based training

Abstract

The purpose of the current study was to test the differential impact of two forms of metacognitive prompts on knowledge acquisition and application during simulation-based training. Participants in the experimental conditions were prompted to construct sentences by connecting declarative words (Words Group) or conceptual phrases (Phrases Group) related to the training material from two columns. Performance was then compared across conditions during an assessment scenario that did not include prompting. Overall, results provide support for the effectiveness of metacognitive prompting generally, when compared to the Control Group that did not receive prompting. Further, some support was found for providing word-based prompts over more conceptual phrase-based prompts, suggesting that the phrases may have distracted or overloaded learners. Implications for further investigation into the effects of different types of metacognitive support are discussed. © 2011 Elsevier Ltd. All rights reserved.

Publication Date

3-1-2012

Publication Title

Icarus

Volume

218

Issue

2

Number of Pages

196-206

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.icarus.2011.11.024

Socpus ID

84855769196 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84855769196

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