The DOI matches its Crossref record; 91 of the 91 references it cites were found in a registry or an index.
Learning and transfer: A general role for analogical encoding.
Abstract
Teaching by examples and cases is widely used to promote learning, but it varies widely in its effectiveness. The authors test an adaptation to case-based learning that facilitates abstracting problem-solving schemas from examples and using them to solve further problems: analogical encoding, or learning by drawing a comparison across examples. In 3 studies, the authors examined schema abstrac-tion and transfer among novices learning negotiation strategies. Experiment 1 showed a benefit for analogical learning relative to no case study. Experiment 2 showed a marked advantage for comparing two cases over studying the 2 cases separately. Experiment 3 showed that increasing the degree of comparison support increased the rate of transfer in a face-to-face dynamic negotiation exercise. Learning Negotiation Contract Schemas by Analogical Encoding The use of examples and specific cases in teaching new con-cepts and problem-solving strategies is a mainstay of educational methodology. Examples are important in all levels of instruction, from elementary to advanced education. For example, in case-based instruction, a method widely used in business, law, and medicine, the principles of a domain are taught through discus-sions of rich concrete examples that embody key points. The idea is that people can readily learn specific examples, which then can serve as models or analogies for future situations (e.g., Dunbar,
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Citations
Cites
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“However, most studies suggest that attaining expertise requires substantial experience: By some estimates it takes 50,000 examples ( Chase & Simon, 1973 ), thousands of hours of practice (Ericsson, Krampe, & Tesch-Roemer, 1993), or 10 years of dedicated study (Hayes, 1989; Simonton, 1996) to become an expert.”
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“However, with a few exceptions (Catrambone & Holyoak, 1989; Ross & Kennedy, 1990), these studies have contrasted groups that compare two examples with groups that receive only one study example, so that the number of study cases is not equated (e.g., Gick & Holyoak, 1983; Holyoak & Koh, 1987).”
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“Several studies have shown that inducing people to explicitly compare two exemplars fosters transfer to new situations (Catrambone & Holyoak, 1989; Gick & Holyoak, 1980, 1983; Kurtz et al., 2001; Reeves & Weisberg, 1990).”
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Cited by
Bowdle, B. F., & Gentner, D. (2005) · Psychological Review · doi:10.1037/0033-295x.112.1.193 · Cited by 1,293
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Toward an Instructionally Oriented Theory of Example‐Based Learning
Renkl, A. (2014) · Cognitive Science · doi:10.1111/cogs.12086 · Cited by 509
The power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
“…the common solution structure across problems that differ in surface details), or they fail to access and transfer the schema they have derived from earlier comparisons to inform their understanding in new situations (Gentner, Loewenstein, and Thompson 2003; Kurtz, Boukrina, and Gentner 2013).”
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Metadata
- Authors
- Gentner, D., Loewenstein, J., & Thompson, L.
- Venue
- Journal of Educational Psychology
- Published
- 2003-06
- Volume
- 95
- Issue
- 2
- Pages
- 393-408
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2128195326
- Cited by
- 865
- References
- 91
- FWCI
- 18.07
- Type
- journal article
- Language
- en
- Open access
- closed
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