Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course. In a pre-post design, students completed an initial reading activity, followed by taking practice tests on each topic. Some students were assigned to complete an additional example generation activity after taking the practice tests. Some students also evaluated the quality of generated examples and received explanatory feedback. While there was an overall improvement in comprehension for all students, those who generated examples without the opportunity to evaluate the quality had the smallest overall learning gains. Students who evaluated the quality of examples showed the greatest learning gains on application-based test questions. And, although overall overconfidence decreased, there were no differences between conditions. These results suggest that example generation may not always be as helpful for improving learning as many students and teachers assume. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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生成示例对理解和元理解的影响。

教师和学生经常报告使用示例来支持学习。研究表明，在陈述性概念学习期间查看提供的示例并生成示例的好处；然而，当学生在尝试从说明性科学文本中学习时，当学习者生成自己的理解措施示例时，很少有工作显示出明显的好处。本研究测试了生成示例是否有助于提高本科科学课程的理解力和理解力监控。在事前设计中，学生完成了初步阅读活动，然后对每个主题进行练习测试。一些学生在参加练习测试后被分配完成额外的示例生成活动。一些学生还评估了生成示例的质量并收到了解释性反馈。虽然所有学生的理解力都有所提高，但那些生成示例但没有机会评估质量的学生的总体学习收益最小。评估示例质量的学生在基于应用的测试问题上表现出最大的学习收益。而且，尽管总体过度自信有所下降，但不同条件之间没有差异。这些结果表明，示例生成可能并不总是像许多学生和教师想象的那样有助于提高学习效果。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。