Analogical Transfer: Processes and Individual Differences

Novick, Laura R.

doi:10.1007/978-94-015-7811-0_6

Cited by 20 publications

(11 citation statements)

References 29 publications

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“…To summarize, the main processes involved in analogical transfer are problem representation, search/retrieval, mapping, and procedure adaptation (for more details, see Novick, 1988). Although Holyoak (1984Holyoak ( , 1985 and Gentner (1983;Gentner & Landers, 1985;Gentner & Toupin, 1986) have discussed many of these processes, neither of those researchers has seriously considered the importance of expertise.…”

Section: A Framework For Conceptualizing Analogical Transfermentioning

confidence: 99%

Analogical transfer, problem similarity, and expertise.

Novick

1988

Journal of Experimental Psychology: Learning, Memory, and Cogni

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506

450

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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.

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Section: A Framework For Conceptualizing Analogical Transfermentioning

confidence: 99%

Analogical transfer, problem similarity, and expertise.

Novick

1988

Journal of Experimental Psychology: Learning, Memory, and Cogni

Self Cite

506

450

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“…We will show that procedural transfer is not an automatic consequence of successful mapping. Rather, a potentially laborious adaptation process (a fourth component of analogy use) is required to construct an analogous procedure for the target problem (Gholson, Morgan, &Dattel, 1990;Novick, 1988b). This distinction between mapping and adaptation also has been made in the artificialintelligence and proportional-analogy literatures (e.g., Burstein, 1986;Carbonell, 1983;Hofstadter & Mitchell, 1988;Sternberg, 1977); and it is implicit in Holyoak's (1985;Holland, Holyoak, Nisbett, & Thagard, 1986) discussion of morphisms.…”

Section: The Role Of Adaptation In Analogical Problem Solvingmentioning

confidence: 99%

Mathematical problem solving by analogy.

Novick¹,

Holyoak²

1991

Journal of Experimental Psychology: Learning, Memory, and Cogni

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242

261

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We report the results of 2 experiments and a verbal protocol study examining the component processes of solving mathematical word problems by analogy. College students first studied a problem and its solution, which provided a potential source for analogical transfer. Then they attempted to solve several analogous problems. For some problems, subjects received one of a variety of hints designed to reduce or eliminate the difficulty of some of the major processes hypothesized to be involved in analogical transfer. Our studies yielded 4 major findings. First, the process of mapping xhc features of the source and target problems and the process of adapting the source solution procedure for use in solving the target problem were clearly distinguished: (a) Successful mapping was found to be insufficient for successful transfer and (b) adaptation was found to be a major source of transfer difficulty. Second, we obtained direct evidence that schema induction is a natural consequence of analogical transfer. The schema was found to co-exist with the problems from which it was induced, and both the schema and the individual problems facilitated later transfer. Third, for our multiple-solution problems, the relation between analogical transfer and solution accuracy was mediated by the degree of time pressure exerted for the test problems. Finally, mathematical expertise was a significant predictor of analogical transfer, but general analogical reasoning ability was not. The implications of the results for models of analogical transfer and for instruction were considered.

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“…By relating the represented information to relevant internal meanings, teachers design their strategy. They can retrieve or select their meanings about domain-specific knowledge or epistemic beliefs [ 22 ]; use heuristics for convenience [ 53 ]; apply analogies referring to their past experiences [ 49 , 52 ]; and attempt to formulate a new strategy by associating their knowledge [ 54 ].…”

Section: Comprehension Of the Operation Of Professional Identity And ...mentioning

confidence: 99%

Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving

Han

2022

Behavioral Sciences

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Teaching is a metacognitive pedagogical problem-solving process. Teachers’ commitment to this process can be partly influenced by their professional identity (PI) in the pursuit of identity-congruent actions and identity verification. For these pursuits, teachers produce cognitive, affective, and behavioural responses, which are the representations of PI, and use metacognition by monitoring and regulating these responses for successful pedagogical problem solving. Teachers, in turn, improve their PI and metacognition. Based on a narrative approach, the problem-solving processes of five Korean teachers of English are explored along with their PI and metacognition operation. This exploration provides the rationales for the conceptualised co-operation mechanism of teacher PI and metacognition, and also reveals the possibility of its variation. Comprehension of the mechanism enables teacher educators and policy makers to establish specific plans and procedures for principled professional development or policy support. Thus, based on the conceptualisation and findings, systematic interventions via problem-solving-based teacher education and contextual support, which help teachers develop PI and metacognition, are discussed.

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Analogical Transfer: Processes and Individual Differences

Cited by 20 publications

References 29 publications

Analogical transfer, problem similarity, and expertise.

Analogical transfer, problem similarity, and expertise.

Mathematical problem solving by analogy.

Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving

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