Problem-oriented training promotes spontaneous analogical transfer: memory-oriented training promotes memory for...

Area of Science:

• Cognitive Psychology
• Learning Sciences
• Problem-Solving Research

Background:

• Spontaneous analogical transfer is crucial for applying learned knowledge to new situations without explicit guidance.
• Understanding the cognitive processes that facilitate this transfer is key to improving learning strategies.

Purpose of the Study:

• To investigate whether attempting to solve a problem or explain its solution influences spontaneous analogical transfer.
• To compare the effects of problem-oriented processing versus memory-oriented processing on transfer and recall.

Main Methods:

• Five experiments were conducted involving training problems and target problems.
• Participants engaged in either problem-oriented processing (attempting solutions) or memory-oriented processing (studying passages) before receiving solutions or explanations.
• Transfer was assessed by testing participants on a new problem, and recall was measured through a memory task.

Main Results:

• Spontaneous analogical transfer was significantly higher when participants attempted to solve the training problem or explain its solution compared to when they studied the passage for memory.
• This advantage persisted even when solution attempts were unsuccessful and when the target problem was tested after a 15-minute delay.
• Memory-oriented processing led to better recall of the training material, while problem-oriented processing facilitated transfer.

Conclusions:

• Problem-oriented processing at study, characterized by active engagement with the problem, promotes effective spontaneous analogical transfer.
• The cognitive processes involved in attempting to solve a problem are beneficial for subsequent problem-solving tasks.
• Distinct processing strategies yield differential benefits for transfer versus direct recall.