Transfer effects in a deductive reasoning problem

Volbrecht, Vicki J.; Schwartz, Marian

doi:10.3758/bf03329474

Cited by 3 publications

(1 citation statement)

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“…First, if the source and target problems share surface and structural features, spontaneous positive transfer should be observed regardless of expertise. In fact, the studies that have shown evidence for spontaneous positive transfer have generally fit into this category (Gick & Holyoak, 1983, Experiment 1; Hayes & Simon, 1977; Holyoak & Koh, 1987; Luger & Bauer, 1978; Ross, 1984; Volbrecht & Schwartz, 1979). Although the subjects in these studies were most likely novices, it seems reasonable to infer that if they showed spontaneous positive transfer under these favorable conditions, experts would have also.…”

Section: Empirical Predictionsmentioning

confidence: 99%

Analogical transfer, problem similarity, and expertise.

Novick

1988

Journal of Experimental Psychology: Learning, Memory, and Cogni

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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