Abstract
Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotated examples. The effects of example similarity varied depending on learning context. In Experiment 1, by presenting an example and problem simultaneously, a direct comparison was possible between the cases. When the examples were similar, participants relied on superficial analogies that hurt learning. When an example was dissimilar from the given problem, participants appeared to study the example first to induce a solution procedure and then apply the rule to the problem, thus resulting in better learning and transfer. However, in Experiment 2 where the example and problem were presented in a sequential manner, the effect disappeared because the learning context did not support a direct comparison. We conclude that comparison is not inherently good for promoting learning and transfer, rather its effect depends on whether it supports relational mapping that is essential for schema acquisition.
| Original language | English |
|---|---|
| Pages (from-to) | 939-952 |
| Number of pages | 14 |
| Journal | Memory and Cognition |
| Volume | 43 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2015 Aug 30 |
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All Science Journal Classification (ASJC) codes
- Neuropsychology and Physiological Psychology
- Experimental and Cognitive Psychology
- Arts and Humanities (miscellaneous)
Cite this
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Not taking the easy road : When similarity hurts learning. / Lee, Hee Seung; Betts, Shawn; Anderson, John R.
In: Memory and Cognition, Vol. 43, No. 6, 30.08.2015, p. 939-952.Research output: Contribution to journal › Article
TY - JOUR
T1 - Not taking the easy road
T2 - When similarity hurts learning
AU - Lee, Hee Seung
AU - Betts, Shawn
AU - Anderson, John R.
PY - 2015/8/30
Y1 - 2015/8/30
N2 - Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotated examples. The effects of example similarity varied depending on learning context. In Experiment 1, by presenting an example and problem simultaneously, a direct comparison was possible between the cases. When the examples were similar, participants relied on superficial analogies that hurt learning. When an example was dissimilar from the given problem, participants appeared to study the example first to induce a solution procedure and then apply the rule to the problem, thus resulting in better learning and transfer. However, in Experiment 2 where the example and problem were presented in a sequential manner, the effect disappeared because the learning context did not support a direct comparison. We conclude that comparison is not inherently good for promoting learning and transfer, rather its effect depends on whether it supports relational mapping that is essential for schema acquisition.
AB - Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotated examples. The effects of example similarity varied depending on learning context. In Experiment 1, by presenting an example and problem simultaneously, a direct comparison was possible between the cases. When the examples were similar, participants relied on superficial analogies that hurt learning. When an example was dissimilar from the given problem, participants appeared to study the example first to induce a solution procedure and then apply the rule to the problem, thus resulting in better learning and transfer. However, in Experiment 2 where the example and problem were presented in a sequential manner, the effect disappeared because the learning context did not support a direct comparison. We conclude that comparison is not inherently good for promoting learning and transfer, rather its effect depends on whether it supports relational mapping that is essential for schema acquisition.
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U2 - 10.3758/s13421-015-0509-3
DO - 10.3758/s13421-015-0509-3
M3 - Article
VL - 43
SP - 939
EP - 952
JO - Memory and Cognition
JF - Memory and Cognition
SN - 0090-502X
IS - 6
ER -