Using a general problem-solving strategy to promote transfer

Journal article


Youssef-Shalala, Amina, Ayres, Paul, Schubert, Carina and Sweller, John. (2014). Using a general problem-solving strategy to promote transfer. Journal of Experimental Psychology : Applied. 20(3), pp. 215 - 231. https://doi.org/10.1037/xap0000021
AuthorsYoussef-Shalala, Amina, Ayres, Paul, Schubert, Carina and Sweller, John
Abstract

Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Year2014
JournalJournal of Experimental Psychology : Applied
Journal citation20 (3), pp. 215 - 231
ISSN1076-898X
Digital Object Identifier (DOI)https://doi.org/10.1037/xap0000021
Scopus EID2-s2.0-84906858351
Page range215 - 231
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
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