Meaning-Maintenance as a Learning Strategy: Predictions for How Expectation Violations Can Influence Classroom Learning

Martens, Jason (2016) Meaning-Maintenance as a Learning Strategy: Predictions for How Expectation Violations Can Influence Classroom Learning. Transformative Dialogues: Teaching & Learning Journal, 9 (1). pp. 1-8. ISSN 1918-0853

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Abstract

The use of counterintuitive findings in the classroom has the benefit of being memorable to students. However, there might be other benefits to using counterintuitive examples in the classroom. The Meaning Maintenance Model (Heine, Proulx, & Vohs, 2006) suggests that counterintuitive phenomena, or phenomenon that violate our expectations, lead to a variety of compensatory responses. These compensatory responses might be harnessed by teachers in the classroom to the benefit of student learning. Counterintuitive phenomenon should motivate students to affirm (strengthen), abstract (recognize), and/or assemble (create) meaning in order to regain a sense of meaning and the familiarity. Four empirically testable hypotheses are suggested, which are specific to classroom learning. Future questions and caveats are also discussed.

Item Type:	Article
Dates:	Date Event November 2016 Published
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
Divisions:	Faculty of Business, Law and Social Sciences > College of Psychology
Depositing User:	Silvio Aldrovandi
Date Deposited:	22 Jun 2017 16:55
Last Modified:	11 Jun 2024 13:03
URI:	https://www.open-access.bcu.ac.uk/id/eprint/4733

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