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The Transfer of Scientific Principles Using Concrete and Idealized Simulations

Goldstone, Robert L., Son, Ji Y.·2005·Journal of the Learning Sciences
DOI 10.1207/s15327809jls1401_4
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Abstract

Participants in 2 experiments interacted with computer simulations designed to foster understanding of scientific principles governing complex adaptive systems. The quality of participants' transportable understanding was measured by the amount of transfer between 2 simulations governed by the same principle. The perceptual concreteness of the elements within the first simulation was manipulated. The elements either remained concrete throughout the simulation, remained idealized, or switched midway into the simulation from concrete to idealized or vice versa. Transfer was better when the appearance of the elements switched, consistent with theories predicting more general schemas when the schemas are multiply instantiated. The best transfer was observed when originally concrete elements became idealized. These results are interpreted in terms of tradeoffs between grounded, concrete construals of simulations and more abstract, transportable construals. Progressive idealization ("concreteness fading") allows originally grounded and interpretable principles to become less tied to specific contexts and hence more transferable.

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Metadata

Authors
Goldstone, R. L., & Son, J. Y.
Venue
Journal of the Learning Sciences
Publisher
Informa UK Limited
Published
2005-01
Volume
14
Issue
1
Pages
69-110
ISSN
  • 1050-8406 (ISSN-L)
  • 1532-7809
DOI
10.1207/s15327809jls1401_4
OpenAlex
W2027429247
Cited by
452
References
9
FWCI
7.89
Type
journal article
Language
en
Open access
closed

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Goldstone, R. L., & Son, J. Y. (2005). The Transfer of Scientific Principles Using Concrete and Idealized Simulations. Journal of the Learning Sciences. https://doi.org/10.1207/s15327809jls1401_4

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