BREAKDOWNS IN FLEXIBLE USE OF INFORMATION - INTELLIGENCE-RELATED DIFFERENCES IN TRANSFER FOLLOWING EQUIVALENT LEARNING-PERFORMANCE
BREAKDOWNS IN FLEXIBLE USE OF INFORMATION - INTELLIGENCE-RELATED DIFFERENCES IN TRANSFER FOLLOWING EQUIVALENT LEARNING-PERFORMANCE
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DOI：
10.1016/0160-2896(85)90017-0
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发表时间：
1985-10-01
期刊：
影响因子：
3
通讯作者：
STEINBERG, E
中科院分区：
文献类型：
--
作者：
CAMPIONE, JC;BROWN, AL;STEINBERG, E
小组的弱智和nonretarded儿童进行了调查，因为他们了解三个规则的基础问题改编自乌鸦进步矩阵测试：旋转，强加，和减法。感兴趣的是在评估组的差异，与原来的一套规则的学习和灵活性，这些规则被转移到修改后的情况下的难易程度。在学习或迁移的情况下，表现的衡量标准是帮助的数量，特别是计算机生成的分级提示的数量，每个主题解决问题所需的。这些小组在他们处理被审查的规则的能力和心理年龄方面进行了匹配。当受试者学习最初的一套规则时，没有获得任何组间差异。然而，在随后的场合下，当需要灵活地使用这些规则时，出现了明显的组间差异;随着训练和测试环境的相似性降低，这些差异也会增加。研究结果被认为与强调迁移灵活性是智力个体和相对差异的一个潜在来源的理论是一致的。
Groups of retarded and nonretarded children were investigated as they learned three rules underlying problems adapted from the Raven Progressive Matrices Test: rotation, imposition, and subtraction. The interest was in evaluating group differences in the ease with which the original set of rules was learned and the flexibility with which these rules were transferred to modified contexts. In the case of either learning or transfer, the metric of performance was the amount of aid, specifically the number of computer-generated graduated hints, needed for each subject to solve the problems. The groups were matched on their entering competence to deal with the rules under scrutiny, and also on mental age. No group differences were obtained as the subjects learned the original set of rules. However, on subsequent occasions when required to make flexible use of those rules, clear group differences emerged; and those differences increased as the similarity of the training and test contexts decreased. The results were seen as consistent with theories that emphasize transfer flexibility as one potential source of individual and comparative differences in intelligence.