This is like that: The use of earlier problems and the separation of similarity effects.

Abstract

Novices attempting to solve a problem often are reminded of an earlier problem that illustrated a principle. Two experiments examined how these earlier problems are used and how this use is related to these remindings. Subjects studied four probability principles with related word problems. Test problems varied in their similarity to the study problems on story lines, objects, and correspondence of objects (variable roles). Experiment 1 tested whether remindings cue the principle or serve as the sources of detailed analogies. When the appropriate formula was provided with each test, the similarity of story lines had no effect, but object correspondences had a large effect. These results support an analogical account in which mapping is affected by the similarity of objects between study and test problems. Experiment 2 began to separate the aspects of similarity affecting the access and use of earlier problems by showing that, with confusable principles, similar story lines increased the access, but did not affect the use. The access appears to be sensitive to the relative similarity of examples because with distinctive principles, similar story lines had little effect. Discussion focuses on the further specification of the processes of noticing and analogical use of earlier problems.

Cites (4)

1. Context theory of classification learning
   Medin, Douglas L., Schaffer, Marguerite M. · 1978 · Psychological Review
2. Schema induction and analogical transfer
   Gick, Mary L., Holyoak, Keith J. · 1983 · Cognitive Psychology
3. Analogical problem solving
   Gick, Mary L., Holyoak, Keith J. · 1980 · Cognitive Psychology
4. The role of analogy in transfer between similar problem states
   Reed, Stephen K., Ernst, George W., Banerji, Ranan · 1974 · Cognitive Psychology

Show all 4 references

Cited by (25)

1. When and where do we apply what we learn?: A taxonomy for far transfer
   Barnett, Susan M., Ceci, Stephen J. · 2002 · Psychological Bulletin
2. The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction.
   Chinn, Clark A., Brewer, William F. · 1993 · Review of Educational Research
3. Implicit memory: Retention without remembering.
   Roediger, Henry L. · 1990 · American Psychologist
4. Characteristics of dissociable human learning systems
   Shanks, David R., St. John, Mark F. · 1994 · Behavioral and Brain Sciences
5. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.
   Paas, Fred G. W. C., Van Merriënboer, Jeroen J. G. · 1994 · Journal of Educational Psychology

See all 620