Not taking the easy road: When similarity hurts learning.
Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotate...
| Publicado en: | Memory & Cognition Vol. 43; no. 6; pp. 939 - 953 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Nature
Aug2015
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=108593411&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 108593411 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: Aug2015 vid: 43 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 108593411 10.3758/s13421-015-0509-3 ppf: 939 ppct: 14 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Not taking the easy road: When similarity hurts learning. aug: au: Lee, Hee Betts, Shawn Anderson, John affil: Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu Seoul Korea Department of Psychology, Carnegie Mellon University, Pittsburgh USA su: Ability Analysis of variance Cognition Problem solving Training Learning strategies Mathematics Probability theory Research funding sug: subj: Ability Analysis of variance Cognition Problem solving Training Learning strategies Mathematics Probability theory Research funding keyword: Comparison Example format Example similarity Mapping Mathematical problem solving Comparison Example format Example similarity Mapping Mathematical problem solving ab: Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotated examples. The effects of example similarity varied depending on learning context. In Experiment 1, by presenting an example and problem simultaneously, a direct comparison was possible between the cases. When the examples were similar, participants relied on superficial analogies that hurt learning. When an example was dissimilar from the given problem, participants appeared to study the example first to induce a solution procedure and then apply the rule to the problem, thus resulting in better learning and transfer. However, in Experiment 2 where the example and problem were presented in a sequential manner, the effect disappeared because the learning context did not support a direct comparison. We conclude that comparison is not inherently good for promoting learning and transfer, rather its effect depends on whether it supports relational mapping that is essential for schema acquisition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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