Recall of Mathematical Problem Information: Solving Related Problems.
Recall of Mathematical Problem Information: Solving Related Problems.
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回忆数学问题信息：解决相关问题。
DOI：
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发表时间：
1981
期刊：
影响因子：
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通讯作者：
E. Silver
中科院分区：
文献类型：
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作者：
E. Silver
在解决新问题时，成功的问题解决者可能会使用从以前的经验和培训中获得的信息、程序和更一般的概念。格式塔心理学家（Dunker，1945；Luchins，1942）已经证明，先前处理相关问题的经验可能会对某些新的问题解决情况产生负面影响。近年来，人们的注意力集中在确定正迁移发生的情况上。 Reed、Ernst 和 Banerji（1974）检查了“传教士和食人者”问题及其同形问题的表现，并报告说，只有当受试者被告知问题之间的关系并且只有当他们首先解决了这两个问题中更困难的问题时，受试者才会在类似问题之间表现出正迁移。 Kulm 和 Days (1979) 使用信息论方法来研究具有相关结构的问题之间的传递。他们报告说，当受试者解决了等效的难题（传教士和食人者）但没有解决等效的代数问题时，就会发生显着的迁移。然而，在解决类似的代数问题而不是类似的谜题问题时，报告了显着的迁移。相关问题的解决似乎有助于受试者专注于相关策略，但不同的问题背景似乎会干扰迁移。 Simon 和 Hayes (1976) 还报告说，“封面故事”或问题背景可能对受试者解决问题的表现产生重大影响。上面引用的所有调查都涉及大学生，除了库尔姆和戴斯研究中的代数问题外，所有调查都涉及谜题的解决——传教士和食人者、河内塔及其同构或同构。本研究试图通过使用学龄科目和学校通常遇到的数学应用题来扩展这项工作。此外，该研究还专门研究了记忆在相关问题之间转移中的作用。
When solving a new problem, a successful problem solver presumably uses information, procedures, and more general notions that have been obtained from previous experience and training. Gestalt psychologists (Duncker, 1945; Luchins, 1942) have demonstrated that prior experience with related problems may have a negative effect in certain new problem-solving situations. In recent years, attention has been focused on identifying the circumstances under which positive transfer occurs. Reed, Ernst, and Banerji (1974) examined performance on the "Missionaries and Cannibals" problem and one of its homomorphs and reported that subjects exhibited positive transfer between the similar problems only when they were told of the relationship between the problems and only when they solved the more difficult problem of the pair first. Kulm and Days (1979) used an information-theoretic approach to study transfer between problems with related structures. They reported that significant transfer occurred when subjects solved an equivalent puzzle problem (Missionaries and Cannibals) but not an equivalent algebraic problem. However, significant transfer was reported when solving a similar algebraic problem but not a similar puzzle problem. The solution of related problems appeared to help subjects focus on relevant strategies, but different problem contexts appeared to interfere with transfer. Simon and Hayes (1976) also reported that the "cover story," or problem context, may have a significant effect on a subject's problem-solving performance. All the investigations cited above involved college students and, with the exception of an algebraic problem in the Kulm and Days study, all involved the solution of puzzle problems-Missionaries and Cannibals, Tower of Hanoi, and their isomorphs or homomorphs. The present study sought to extend this work by using school-age subjects and mathematical word problems of the kind usually encountered in school. Furthermore, the study looked specifically at the role of memory in transfer between related problems.