Problem-Solving Instruction and Problem-Solving Transfer: The Correspondence Issue
R. E. Mayer and M. C. Wittrock (1996) have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more ef...
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| Veröffentlicht in: | Journal of educational psychology 2001-09, Vol.93 (3), p.571-578 |
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| container_title | Journal of educational psychology |
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| creator | Phye, Gary D |
| description | R. E. Mayer and M. C. Wittrock (1996)
have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more efficient problem-solving transfer? On the basis of the present findings the answer is "no." Four instructional conditions differing in levels of specificity produced different levels of acquisition. However, when the same students engaged in a delayed problem-solving task, comparable levels of problem-solving transfer performance were observed. In this case, a general approach to problem-solving instruction produced significantly poorer acquisition-learning performance but equally good problem-solving transfer performance. Results are discussed within the context of investigating prior knowledge (
F. Dochy, M. Segers, & M. M. Buehl, 1999
) and the identification of source memory (
A. Koriat, M. Goldsmith, & A. Pansky, 2000
) as a viable tool in this effort. |
| doi_str_mv | 10.1037/0022-0663.93.3.571 |
| format | Article |
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have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more efficient problem-solving transfer? On the basis of the present findings the answer is "no." Four instructional conditions differing in levels of specificity produced different levels of acquisition. However, when the same students engaged in a delayed problem-solving task, comparable levels of problem-solving transfer performance were observed. In this case, a general approach to problem-solving instruction produced significantly poorer acquisition-learning performance but equally good problem-solving transfer performance. Results are discussed within the context of investigating prior knowledge (
F. Dochy, M. Segers, & M. M. Buehl, 1999
) and the identification of source memory (
A. Koriat, M. Goldsmith, & A. Pansky, 2000
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have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more efficient problem-solving transfer? On the basis of the present findings the answer is "no." Four instructional conditions differing in levels of specificity produced different levels of acquisition. However, when the same students engaged in a delayed problem-solving task, comparable levels of problem-solving transfer performance were observed. In this case, a general approach to problem-solving instruction produced significantly poorer acquisition-learning performance but equally good problem-solving transfer performance. Results are discussed within the context of investigating prior knowledge (
F. Dochy, M. Segers, & M. M. Buehl, 1999
) and the identification of source memory (
A. Koriat, M. Goldsmith, & A. Pansky, 2000
) as a viable tool in this effort.</description><subject>Biological and medical sciences</subject><subject>Cognition. Intelligence</subject><subject>Cognitive Style</subject><subject>Concept Mapping</subject><subject>Educational psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Learning Strategies</subject><subject>Male</subject><subject>Memory</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reasoning. Problem solving</subject><subject>Skill Development</subject><subject>Student Characteristics</subject><subject>Teaching Methods</subject><subject>Thinking Skills</subject><subject>Transfer of Training</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><recordid>eNp9kE9Lw0AQxRdRsFa_gHgo4jVx_2_2KKXVSkHBel4mm42kpEncTYR-e7e0tODB0zDM772ZeQjdEpwSzNQjxpQmWEqWapayVChyhkZEM51QouQ5Gh2BS3QVwhpjzGIzQtm7b_PabZKPtv6pmq_Jogm9H2xftc0EmmLyd77y0ITS-Wt0UUId3M2hjtHnfLaaviTLt-fF9GmZAFNZnwBQ4Qh3VmmegyMUEwuUaCpLV2ZScZqDlooWecEzlwkVb9a8FIxljCrp2Bjd7307334PLvRm3Q6-iSuNJJwJTbX4D6IE62hLeYToHrK-DcG70nS-2oDfGoLNLkWzC8nsQjKaGWZiilH0cHCGYKEu4_e2CiclwYIrGbG7PeZ8ZY_T2avkWDB5coEOTBe2Fnxf2doF44rhtOwXzWyFAQ</recordid><startdate>20010901</startdate><enddate>20010901</enddate><creator>Phye, Gary D</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>20010901</creationdate><title>Problem-Solving Instruction and Problem-Solving Transfer</title><author>Phye, Gary D</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a378t-aa25e14ec794bae1201ca21926fef86742ba9672dbd48e85793994f53383276e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Biological and medical sciences</topic><topic>Cognition. Intelligence</topic><topic>Cognitive Style</topic><topic>Concept Mapping</topic><topic>Educational psychology</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Learning Strategies</topic><topic>Male</topic><topic>Memory</topic><topic>Problem Solving</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reasoning. Problem solving</topic><topic>Skill Development</topic><topic>Student Characteristics</topic><topic>Teaching Methods</topic><topic>Thinking Skills</topic><topic>Transfer of Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Phye, Gary D</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Phye, Gary D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ640536</ericid><atitle>Problem-Solving Instruction and Problem-Solving Transfer: The Correspondence Issue</atitle><jtitle>Journal of educational psychology</jtitle><date>2001-09-01</date><risdate>2001</risdate><volume>93</volume><issue>3</issue><spage>571</spage><epage>578</epage><pages>571-578</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>R. E. Mayer and M. C. Wittrock (1996)
have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more efficient problem-solving transfer? On the basis of the present findings the answer is "no." Four instructional conditions differing in levels of specificity produced different levels of acquisition. However, when the same students engaged in a delayed problem-solving task, comparable levels of problem-solving transfer performance were observed. In this case, a general approach to problem-solving instruction produced significantly poorer acquisition-learning performance but equally good problem-solving transfer performance. Results are discussed within the context of investigating prior knowledge (
F. Dochy, M. Segers, & M. M. Buehl, 1999
) and the identification of source memory (
A. Koriat, M. Goldsmith, & A. Pansky, 2000
) as a viable tool in this effort.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.93.3.571</doi><tpages>8</tpages></addata></record> |
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| subjects | Biological and medical sciences Cognition. Intelligence Cognitive Style Concept Mapping Educational psychology Female Fundamental and applied biological sciences. Psychology Human Learning Learning Processes Learning Strategies Male Memory Problem Solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reasoning. Problem solving Skill Development Student Characteristics Teaching Methods Thinking Skills Transfer of Training |
| title | Problem-Solving Instruction and Problem-Solving Transfer: The Correspondence Issue |
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