Generalizing solution procedures learned from examples.
Abstract
Three experiments tested the hypothesis that when learners are led to group steps from example solutions, they will be more likely to learn subgoals that can be transferred to novel problems, thereby improving problem solving. The results from each experiment suggest that a label serves as a cue for grouping by demonstrating that a relatively meaningless label in an example solution is as effective as a meaningful label in helping learners transfer to novel problems. Experiments 2 and 3 provide converging evidence for subgoal learning by demonstrating that participants studying example solutions with a label were more likely to segment the solution as a function of the label, to mention the corresponding subgoal in their self-explanations while studying the examples, and to mention the subgoal in their descriptions of how to solve problems after they studied the examples.
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Novices may benefit from seeing examples of solution steps to induce variable-variable KCs and from seeing the entire solution structure to construct integrated KCs for generating plans and subgoals.
“Novices may benefit from seeing examples of solution steps to induce variable-variable KCs and from seeing the entire solution structure to make sense of the role of each step so as to construct integrated KCs for generating plans and subgoals (cf.Catrambone, 1996).”
From The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012) · cites this paper as Catrambone, 1996
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Self-explanations: How students study and use examples in learning to solve problems
Chi, M. (1989) · Cognitive Science · doi:10.1016/0364-0213(89)90002-5 · Cited by 2,287 · see citing works
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Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772 · see citing works
Toward an Instructionally Oriented Theory of Example‐Based Learning
Renkl, A. (2014) · Cognitive Science · doi:10.1111/cogs.12086 · Cited by 509 · see citing works
Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations
Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0959 · Cited by 374 · see citing works
Optimising worked example instruction: Different ways to increase germane cognitive load
Paas, F., & van Gog, T. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.004 · Cited by 252 · see citing works
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load
Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2008) · Review of Educational Research · doi:10.3102/0034654308320320 · Cited by 224 · see citing works
Subgoals, Context, and Worked Examples in Learning Computing Problem Solving
Morrison, B. B., Margulieux, L. E., & Guzdial, M. (2015) · Proceedings of the eleventh annual International Conference on International Computing Education Research · doi:10.1145/2787622.2787733 · Cited by 174 · see citing works
The worked example effect, the generation effect, and element interactivity.
Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000018 · Cited by 167 · see citing works
A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning
Spanjers, I. A. E., van Gog, T., & van Merriënboer, J. J. G. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9135-6 · Cited by 157 · see citing works
Margulieux, L. E., Guzdial, M., & Catrambone, R. (2012) · Proceedings of the ninth annual international conference on International computing education research · doi:10.1145/2361276.2361291 · Cited by 149 · see citing works
Self-citationMaking Sense of Generative Learning
Fiorella, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09769-7 · Cited by 135 · see citing works
- Authors
- Catrambone, R.
- Affiliations
- Georgia Institute of Technology (US)
- Corresponding author
- Catrambone, Richard
- ORCID
- Catrambone, Richard
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 1996-07
- Volume
- 22
- Issue
- 4
- Pages
- 1020-1031
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2126177085
- Cited by
- 154
- References
- 1
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 4 · 2022: 1 · 2021: 4 · 2020: 4 · 2019: 23 · 2018: 5 · 2017: 9 · 2016: 9 · 2015: 4 · 2014: 7 · 2013: 9 · 2012: 4
- FWCI
- 4.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- learning from examples, problem solving, self-explanation
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