Day 20: Transfer, Problem Solving Flashcards
1
Q
Gick & Holyoak tried 3 ways to induce transfer
A
- Subjects were told to summarize story in abstract terms
- A general principle was provided
- “If you need a large force to accomplish some purpose, but are prevented from applying such a force directly, many smaller forces applied simultaneously from different directions may work just as well”
- Create a diagram
2
Q
What worked?
A
- All 3 ways (summary, general principle, and diagram alone) failed to facilitate transfer
- Subjects were given the two stories and told to write down the basis for the similarity in the story
- This worked!
- It’s known as analogical problem solving
3
Q
Gick & Holyoak’s Conclusions
A
Gick and Holyoak concluded that analogical problem solving depends on three steps:
- Noticing that an analogical connection exists between the source and the target problem
- Mapping corresponding parts of the 2 problems onto each other (fortress= tumor, army= ray)
- Applying the mapping to generate a parallel solution to the target problem (using small groups of soldiers from different directions= sending several weaker rays from different directions)
4
Q
Transfer
A
- Transfer: When we apply knowledge or skills
- In new ways
- In new situations
- In familiar situations with different content
5
Q
Contemporary Perspective
A
- Transfer is a specific process, not a general one
- Learning occurring at one time can facilitate learning at another time if, in the process, the individual learns how to learn
- Learning processes may not be the only thing to transfer
- Emotions and motivation may transfer too (Ex. Little Albert, PTSD)
6
Q
Transfer from various theoretical perspectives
A
- Behaviorism: Generalization (i.e., responding in same way to different stimuli because of similarity)
- Information Processing: Encoding information in a way that information or skills can be recalled in appropriate contexts
- Social Cognitive Theory: Latent learning; certain actions will lead to favorable outcomes in other contexts
- Situated Cognition: Transfer is unlikely to occur from one context to another context
7
Q
What facilitates transfer?
A
- Meaningful learning vs. rote learning
- Thoroughness of learning process (less is more)
- Similarity of situation/context/problem type
- Practice!
- Brief time interval between original and transfer task
- Setting up a classroom culture that expects transfer
8
Q
Types of Transfer
A
- Vertical vs. Lateral
- Negative vs. Positive
- Near vs. Far
- Low Road vs. High Road
9
Q
Vertical Transfer
A
- Knowledge of previous topic is essential to acquire new knowledge
- Ex: To understand multiplication, one needs to understand addition
10
Q
Lateral (or Horizontal) Transfer
A
- Knowledge of previous topic may be helpful- but is not essential- to learn a new topic
- Ex: Knowledge of physics may be helpful for understanding geology
11
Q
Vertical vs. Lateral Transfer: Examples
A
- V: Learning to multiply -> learning to raise numbers to a power (squaring, cubing, etc.)
- L: Learning psychology -> Learning sociology
- V: Learning to sew -> Learning to embroider
- V: Learning how to use a jack -> Learning to change a tire
12
Q
Positive Transfer
A
- What is learned in one context enhances learning in a different setting
- Ex: Knowledge of how to create a PowerPoint will help you to make a Prezi
13
Q
Negative Transfer
A
- What’s learned in one context interferes with learning in another; elements incorrectly identified as being similar
- Ex: Mac vs. PC keyboard shortcuts; using a different computer operating system
14
Q
Positive vs. Negative Transfer
A
- Learning one Romantic language -> Learning a second Romantic language
- Learning to drive a manual car -> Learning to drive an automatic car
15
Q
Near Transfer
A
- Old and new contexts are similar; overlap between situations
- Ex: A restaurant where you order at a counter and another where you order at a table
