Improving examples to improve transfer to novel problems
Improving examples to improve transfer to novel problems
复制标题
改进示例以改进对新问题的迁移
作者：
R. Catrambone
人们在学习数学和物理等领域的示例时，往往会记住解决问题的一组步骤，而不了解这些步骤实现了哪些与领域相关的子目标或子任务。因此，他们在解决包含相同结构元素但需要不同的低级步骤的新问题时遇到了麻烦。在三个实验中，学习了强调所需子目标的示例解决方案的受试者比没有学习该子目标的受试者更有可能解决需要新方法来实现该子目标的新问题。这一结果表明，旨在确定影响子目标学习的因素的研究可能对提高从实例到新问题的迁移有价值。
People often memorize a set of steps for solving problems when they study worked-out examples in domains such as math and physics without learning what domain-relevant subgoals or subtasks these steps achieve. As a result, they have trouble solving novel problems that contain the same structural elements but require different, lower-level steps. In three experiments, subjects who studied example solutions that emphasized a needed subgoal were more likely to solve novel problems that required a new approach for achieving this subgoal than were subjects who did not learn this subgoal. This result suggests that research aimed at determining the factors that influence subgoal learning may be valuable in improving transfer from examples to novel problems.