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

关键词：

D O I：

暂无

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.

引用

页码：591 / 596

页数：6

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