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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

464
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Problem-Solving01:29

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Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
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Retrieval01:12

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Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
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Trial and Error and Algorithm01:12

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A problem-solving strategy is a plan of action used to find a solution. Different strategies have distinct action plans. Trial and error involves trying different solutions until one works. For instance, to fix a broken printer, you might check ink levels, ensure the paper tray isn't jammed, and verify the printer's connection to your laptop. This method can be time-consuming but is commonly used. Thomas Edison, for example, used trial and error to find a suitable filament for the light...
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Ampere-Maxwell's Law: Problem-Solving01:17

Ampere-Maxwell's Law: Problem-Solving

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A parallel-plate capacitor with capacitance C, whose plates have area A and separation distance d, is connected to a resistor R and a battery of voltage V. The current starts to flow at t = 0. What is the displacement current between the capacitor plates at time t? From the properties of the capacitor, what is the corresponding real current?
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Elaborative Rehearsals01:07

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
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The effects of retrieval versus study on analogical problem solving.

Daniel Corral1, Shana K Carpenter2, Kyle J St Hilaire2

  • 1Department of Psychology, Syracuse University, Syracuse, NY, USA. dcorral@syr.edu.

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|March 21, 2023
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Summary

Problem-solving practice and example study led to equal learning and knowledge transfer on new problems. However, direct practice improved recall of specific solutions compared to solely studying examples.

Keywords:
Analogical problem solvingConcept learningExample studyRetrieval practiceTransfer of learning

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Understanding how different learning strategies impact knowledge acquisition and transfer is crucial.
  • Problem-solving practice and example study are common instructional methods with varying theoretical underpinnings.

Purpose of the Study:

  • To compare the effectiveness of problem-solving practice versus example study on learning and transfer.
  • To investigate the impact of feedback within these learning conditions.
  • To examine performance on both novel and repeated problems.

Main Methods:

  • Four experiments were conducted involving problem-solving practice, example study, and control conditions.
  • Participants learned through studying examples or solving problems with feedback.
  • Posttests assessed performance on analogous problems (transfer) and repeated problems (direct learning).

Main Results:

  • Problem-solving practice, mixed study, and example study conditions showed equal performance on transfer tasks.
  • All training conditions significantly outperformed the control group (no feedback).
  • Problem-solving and mixed study conditions demonstrated superior performance on repeated problems compared to example study.

Conclusions:

  • Both problem-solving practice and example study effectively promote learning and knowledge transfer.
  • While direct practice enhances recall of specific solutions, it does not lead to superior transfer compared to example study.
  • Feedback is essential for effective learning and transfer in problem-solving tasks.