Using a general problem-solving strategy to promote transfer.
Abstract
Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge.
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Pointing out to students that a generic-cognitive skill should be used on a particular class of specific problems can be instructionally effective.
“Pointing out to students that a genericcognitive skill should be used on a particular class of specific problems can be instructionally effective (Youssef-Shalala et al. 2014).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Youssef-Shalala et al. 2014
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- Authors
- Youssef-Shalala, A., Ayres, P., Schubert, C., & Sweller, J.
- Affiliations
- Australian Catholic University (AU)
- UNSW Sydney (AU)
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2014
- Volume
- 20
- Issue
- 3
- Pages
- 215-231
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2334764002
- Cited by
- 25
- References
- 19
- Citations by year
- 2026: 2 · 2024: 2 · 2023: 2 · 2022: 2 · 2021: 4 · 2020: 2 · 2019: 6 · 2018: 1 · 2016: 2 · 2015: 2
- FWCI
- 1.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Applied (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- 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
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- transfer of learning, cognitive load theory, worked examples, geometry learning, economics learning, novice learners, domain knowledge, near transfer, far transfer
- MeSH terms
- Adolescent, Curriculum, Education, Female, Humans, Learning, Male, Problem Solving, Students, Transfer, Psychology
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