Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities

Katharina Scheiter 1 Peter Gerjets 2
1 Department of Applied Cognitive Psychology and Media Psychology
2 KRMC - Knowledge Media Research Center
Abstract : Sequence effects are said to occur whenever the problem solving performance varies as a function of the order in which problems are solved. We present a framework that explain sequence effects as a result of (a) learning during solving a problem and of (b) transferring the learned content on succeeding problems. In two experiments we studied the ambiguous influence of surface similarities among structurally dissimilar knowledge-rich problems on sequence effects. These experiments demonstrate that surface similarities may either foster performance by enabling learning during problem solving or lead to negative transfer depending on whether problem solvers are already aware of the structural features of the problems prior to solving them or not. (http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2003/pdfs/198.pdf)
Mots-clés : problem solving sequence effects
Document type :
Conference papers
Complete list of metadatas

Cited literature [15 references]  Display  Hide  Download
https://telearn.archives-ouvertes.fr/hal-00197356
Contributor : Jerome Zeiliger <>
Submitted on : Friday, December 14, 2007 - 3:08:28 PM
Last modification on : Wednesday, September 18, 2019 - 1:32:11 AM
Long-term archiving on : Monday, April 12, 2010 - 7:50:16 AM

File

Scheiter-Katharina-2003.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : hal-00197356, version 1

Collections

TELEARN | TICE | TEL

Citation

Katharina Scheiter, Peter Gerjets. Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities. 25th Annual Conference of the Cognitive Science Society, 2003, 2003, Boston, United States. pp.1035-1040. ⟨hal-00197356⟩

Export

BibTeX TEI DC DCterms EndNote

Share

Metrics

Record views

337

Files downloads

536

Contact

CCSD