Incidental learning

from Wikipedia, the free encyclopedia
The articles informal learning , incidental learning and implicit learning overlap thematically. Help me to better differentiate or merge the articles (→  instructions ) . To do this, take part in the relevant redundancy discussion . Please remove this module only after the redundancy has been completely processed and do not forget to include the relevant entry on the redundancy discussion page{{ Done | 1 = ~~~~}}to mark. Style error ( discussion ) 14:48, Feb. 16, 2015 (CET)

Under inzidentellem learning refers to learning in action without learning intention (according to foreign words Duden is incidentally also happens).

The term is best explained by an example from daily work: During the intended (intentional) search for very specific information (e.g. using a search engine ), (relatively much) less suitable information usually has to be cognitively processed, but: it is precisely this information processing - which is not done intentionally (not intentionally) - triggers a learning process: learning is incidental (not intentional). Very often in daily life we ​​do not learn intentionally but “unintentionally”. The term implicit learning is also used in English-language literature .

Historical

The origins of incidental learning can be found with John Dewey , who described it as "learning as a side effect" in the context of his experiments at the Laboratory School in Chicago. Today this form of learning is used in the context of civic education .

Learning efficiency

Hyde and Jenkins (1973) found in an experiment that it ultimately makes no difference to retention performance whether the learners learn incidentally (without the knowledge that they will be tested) or intentionally (with the knowledge that what they have learned is important), but that the type of processing is decisive. “You typically have better memory when you intend to study because you are more likely to do activities that are better suited to memory” (Anderson, 2003, p. 198).

See also

literature

  • John R. Anderson : Cognitive Psychology . Spectrum Academic Publishing House, Heidelberg 2003.
  • Andreas Holzinger, Arnold Pichler, Hermann Maurer: Multi Media e-Learning Software TRIANGLE Case-Study: Experimental Results and Lessons Learned . In: Journal of Universal Science and Technology of Learning. 2005.
  • Andreas Holzinger: Basic Knowledge Multimedia Volume 2: Learning. Cognitive basics of multimedia information systems . Vogel, Würzburg 2000, ISBN 3-8023-1857-9 . (general)
  • TS Hyde, JJ Jenkins: Recall for words as a function of semantic, graphic, and syntactic orienting tasks. In: Journal of Verbal Learning and Verbal Behavior. 1973, 12, pp. 471-480.

Web links