Analogical transfer, problem similarity, and expertise.

Abstract

When we encounter a new problem, we are often reminded of similar problems solved earlier and may use the solution procedure from an old problem to solve a new one. Such analogical transfer, however, has been difficult to demonstrate empirically, even within a single experimental session. This article proposes a framework for conceptualizing analogical problem solving that can account for the conflicting findings in the literature. In addition, the framework leads to two predictions concerning the transfer behavior of experts and novices. These predictions concern both positive and negative transfer and are based on the different types of features included in the problem representations of experts and novices. First, when two problems share structural features but not surface features, spontaneous positive transfer should be more likely in experts than in novices. Second, when two problems share surface but not structural features, spontaneous negative transfer should be stronger for novices than for experts. These predictions were supported by the results of three experiments involving college students solving a complex arithmetic word problem.

Remote analogical reminding

“…It is generally accepted that the more one knows about a domain, the more likely it is that underlying causal relations (e.g., goals, plans, themes) will be recognized (Chi, Feltovich, & REMOTE ANALOGICAL REMINDING 639 Glaser, 1981;Novick, 1988;Novick & Holyoak, 1991). Our similarity ratings and reminding results indicate that subjects recognized and understood the causal relations that were only implied in the cues and targets.…”

Positive transfer and negative transfer/antilearning of problem-solving skills.

“…Although rare, demonstrations of negative transfer in studies of problem solving and rule learning do exist (e.g., Chen & Daehler, 1989;Lee & Vakoch, 1996;Luchins, 1942;Novick, 1988;Woltz, Bell, Kyllonen, & Gardner, 1996;Woltz, Gardner, & Bell, 2000). In many of these studies, negative transfer of skilled learning is taken as an indication of overlearnt behavior.…”

Mutual bootstrapping between language and analogical processing

“…To the extent that people encode relations in a uniform manner across many contexts, they should show higher relational retrieval. Indeed, Forbus et al (1995) speculated that one reason experts show better relational retrieval than novices ( Novick 1988) is that they habitually use a stable system of concepts (acquired in part by reification of technical terms in the domain). This uniform relational encoding increases the likelihood of relational reminding, because it increases the likelihood that a new situation will be construed according to the same relational schema as prior experiences.…”