Annual technical rept. 21 Jan 1992-20 Jan 1993
ILLINOIS UNIV AT URBANA DEPT OF PSYCHOLOGY
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When learning new cognitive skills involving problem solving, novices are often reminded of earlier problems. The use of earlier problems is a common means of problem solving and affects the learning of the skill. This project has three aims in understanding this learning First, the representation of the resulting generalizations is being examined. Generalizations formed from remindings are likely to be conservative, in that they may be more tied to the examples than many current theories allow. A main aim of the project is to distinguish and test different forms of this conservatism. Second, the development of problem solving expertise is examined by focusing on differences in how typical and atypical problems are solved. Third, the effects of such reminding-based learning in everyday problem solving is examined to extend the findings and test some theoretical ideas that are difficult to investigate in more formal domains. This report provides an overview of this work and the progress on these objectives during the last year.
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