Learning and interactivity in solving a transformation problem.
Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants compl...
| Published in: | Memory & Cognition Vol. 43; no. 5; pp. 723 - 736 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
Jul2015
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=103364785&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 103364785 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Jul2015 vid: 43 iid: 5 pid: 237 pub: Springer Nature artinfo: ui: 103364785 10.3758/s13421-015-0504-8 ppf: 723 ppct: 13 formats: fmt: @attributes: type: P size: 425KB tig: atl: Learning and interactivity in solving a transformation problem. aug: au: Guthrie, Lisa Vallée-Tourangeau, Frédéric Vallée-Tourangeau, Gaëlle Howard, Chelsea affil: Department of Psychology, Kingston University, Kingston upon Thames KT1 2EE UK su: Analysis of variance Cognition Learning Problem solving Undergraduates Statistics Transfer of training Data analysis Descriptive statistics sug: subj: Analysis of variance Cognition Learning Problem solving Undergraduates Statistics Transfer of training Data analysis Descriptive statistics keyword: Distributed cognition Epistemic actions Interactivity Distributed cognition Epistemic actions Interactivity ab: Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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