Two experiments were performed to determine whether practice on less complex problems, either smaller size or in familiar context, produces a strategy that transfers to similar but more complex problems. Practice on familiar problems was no more effective than practice on unfamiliar for transfer to another unfamiliar context for all sizes.
- Grade 1
- Grade 6
- Grade 8
- Grade 9
Keywords:NSDL,Computer Assisted Instruction,Education Foundations,Undergraduate (Lower Division),Problem Solving,Education Practices,Graduate/Professional,Physics,Student Characteristics,Transfer of Training,Affect,Achievement,Higher Education,Computers,Deduction,Learning Theory,Abstract Reasoning,Computing and Information,Generalization,oai:nsdl.org:2200/20061213013834583T,NSDL_SetSpec_439869,Education,Technology
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