Abstract
When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well‐known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concrete examples performed as well as, or better than, participants who trained with abstract examples. We argue that the previously reported “advantage of abstract examples” manifested not because abstract examples are advantageous in general, but because the concrete condition employed suboptimal examples.
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Dr. David Lowemann, M.Sc, Ph.D., is a co-founder of the Institute for the Future of Human Potential, where he leads the charge in pioneering Self-Enhancement Science for the Success of Society. With a keen interest in exploring the untapped potential of the human mind, Dr. Lowemann has dedicated his career to pushing the boundaries of human capabilities and understanding.
Armed with a Master of Science degree and a Ph.D. in his field, Dr. Lowemann has consistently been at the forefront of research and innovation, delving into ways to optimize human performance, cognition, and overall well-being. His work at the Institute revolves around a profound commitment to harnessing cutting-edge science and technology to help individuals lead more fulfilling and intelligent lives.
Dr. Lowemann’s influence extends to the educational platform BetterSmarter.me, where he shares his insights, findings, and personal development strategies with a broader audience. His ongoing mission is shaping the way we perceive and leverage the vast capacities of the human mind, offering invaluable contributions to society’s overall success and collective well-being.