Subgoal learning and the effect of conceptual vs. computational equations on transfer

被引：0
|
作者：
Atkinson, RK [1 ]
Catrambone, R [1 ]
机构：
[1] Dept Counselor Educ & Educ Psychol, Mississippi State, MS 39762 USA
来源：
PROCEEDINGS OF THE TWENTY-SECOND ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY | 2000年
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D O I：
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中图分类号：
H [语言、文字];
学科分类号：
05 ;
摘要：
Subgoal learning is examined through the use of equations that are designed to encourage a conceptual rather than computational approach to solving problems (conducting statistical tests). Learners who studied conceptually-oriented examples transferred more successfully to novel problems compared to learners who studied computationally-oriented examples. These results extend prior work on subgoal learning by demonstrating another technique for aiding subgoal learning.
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页码：591 / 596
页数：6
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