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• W17961901 abstract "The hypothesis for this study assumed that subjects who received a diagram representing the structural relationships of a story would be more likely to solve a new and analogous problem than subjects who received two analogs without a diagram. The 151 graduate students who acted as subjects were randomly assigned to one of four treatments: oae or two analogs, with or without a diagram. Learners receiving the diagram were asked to copy it, to think about it while reading the story, and to rate its usefulness. The learners' solutions to a new analogous problem were then judged as correct or incorrect. No significant differences were found between groups receiving one or two story analogs, although a significantly higher percentage of subjects receiving the diagram were able to solve the problem. It was concluded that interaction with a diagrammatic representation greatly facilitated the transfer of solutions to an analogous problem and that, although multiple similar problem-solving experiences may help learners solve new problems analogically, the key variable is not the number of experiences, but the manner in which they are presented and processed. A list of 26 references is provided. (MES) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Effect of Stories and Diagrams on Solution of an Analogous Problem Carla Mathison Brockenbrough S. Allen Department of Educational Technology San Diego State University San Diego, CA 92182-0311 The Effect of Stories and Diagrams on Solution of an Analogous Problem Carla Mathison and Brockenbrough S. Allen Departmer t of Educational Technology San Diego State University Reasoning by pervades everyday living and learning. We draw on past experiences to help us understand new situations. Counseling a friend, we think of how we felt in a similar situation. Deciding on which dishwasher to buy, we consider criteria used for other household appliance purchases. We transfer our knowledge about how to solve a particular geometry problem to a new setting involving architectural design. We examine the industrial revolution for clues :bout the future of on our own revolution in communications. As Oppenheimer notf.d, analogy is inevitable in human thought (1956, p. 129). Background Analogical reasoning is not necessarily spontaneous. Recognizing and applying past experience and knowledge to new situations involves a complex set of cognitive processes ?hat include abstraction, subsumption, and domain integration. There is strong support for the effectiveness of formal training in deeper levels of analogical processing (Dreistadt, 1969; Gabel & Sherwood, 1980; Jorgenson, 1980; Reigeluth, 1983; Royer & Cable, 1976; Schustack & Anderson, 1979; Winn, 1982). Interest in analogical transfer in problem-solving activity goes as far back as Esher, Raven & Earl (1942). More recent work includes Hayes & Simon (1977); Reed, Ernst & Banerji, (1971); Rumelhart & Abrahamson (1973); and Sternberg (1977a, 1977b). Gentner (1983) proposes structure-mapping as technique for understanding analogies. She distinguishes analogies from other types of comparisons, defining an as . . .a comparison in which relational predicates, but few or no object attributes can be mapped from base [the familiar] to target [the new] (p. 159). The strength of a specific structural relationship is determined by the number and degree of smaller, interconnecting relationships which it subsumes. Gentner also uses structure mapping to describe the fundamental elements of simple analogical reasoning. The process depends on three basic mapping rules: 1.) Discard attributes of objects; 2.) Try to preserve relations between objects. 3.) Decide which relations are preserved; choose system of relations (Systematicity Principle). Effect of Prior Knowledge on New, Analogous Problems Gick and Holyoak (1983) investigated the factors that underlie spontaneous recognition of analogies between prior knowledge/experience and new problem situations. They were particularly concerned with what they term semantically disparate problemssituations in which prior knowledge has few surface similarities with the new situation. Gick and Holyoak have found that learners are more likely to recognize prior knowledge and experiences as relevant to a new problem if they have acquired a schema that is more abstract or more general than the several individual experiences that are each relevant to the problem. The assumption is that exposure to two or more analogous situations induces e convergent schema by encouraging" @default.
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• W17961901 title "The Effect of Stories and Diagrams on Solution of an Analogous Problem." @default.
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