Year: 2004
Type: article
Abstract: How do people learn flexible problem-solving knowledge, rather than inert knowledge that is not applied to novel problems?Both the source of the knowledge -instructed or invented -and a central learning process -engaging in selfexplanation -may influence the development of problemsolving flexibility.Seventy-seven third-through fifth-grade students learned about mathematical equivalence under one of four conditions that varied on two dimensions: 1) prompts to self-explain and 2) invention vs. instruction on a procedure.Both self-explaining and direct instruction helped students to learn a correct problem solving procedure.Self-explanation promoted transfer, whereas direct instruction had both positive and negative effects on transfer.Overall, selfexplanation is an important learning mechanism underling the acquisition of flexible problem solving with or without direct instruction.
Author: Bethany Rittle‐Johnson
Institution: Vanderbilt University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: Vanderbilt University, Peabody College
OpenAlex ID: W70651654