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Constraints on Accessing Abstract Source Information: Instantiation of Principles Facilitates Children's Analogical Transfer
An abstract principle provided as source information alone often fails to enhance analogical transfer. Two experiments were conducted to investigate the circumstances under which an abstract statement promotes analogical problem solving in children. External instantiation (providing concrete example...
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| Published in: | Journal of educational psychology 1995-09, Vol.87 (3), p.445-454 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-a408t-f05630f8b7e963e03526083eea95218d63a85e17b0e8e75d12f893e080e30e433 |
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| container_end_page | 454 |
| container_issue | 3 |
| container_start_page | 445 |
| container_title | Journal of educational psychology |
| container_volume | 87 |
| creator | Chen, Zhe Yanowitz, Karen L Daehler, Marvin W |
| description | An abstract principle provided as source information alone often
fails to enhance analogical transfer. Two experiments were conducted to
investigate the circumstances under which an abstract statement
promotes analogical problem solving in children. External instantiation
(providing concrete examples, with similar or dissimilar surface
features along with an abstract statement) and internal instantiation
(encouraging learners to generate concrete examples of the abstract
statement) were equally effective in facilitating transfer. Adding
explicit causal relations in the source statements did not
significantly enhance transfer. These results suggest that abstract
information by itself is less accessible because it lacks superficial
features similar to the target problem and lacks example-specific
contextual information. Educational implications of the effects of
external and internal instantiations are discussed. |
| doi_str_mv | 10.1037/0022-0663.87.3.445 |
| format | article |
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fails to enhance analogical transfer. Two experiments were conducted to
investigate the circumstances under which an abstract statement
promotes analogical problem solving in children. External instantiation
(providing concrete examples, with similar or dissimilar surface
features along with an abstract statement) and internal instantiation
(encouraging learners to generate concrete examples of the abstract
statement) were equally effective in facilitating transfer. Adding
explicit causal relations in the source statements did not
significantly enhance transfer. These results suggest that abstract
information by itself is less accessible because it lacks superficial
features similar to the target problem and lacks example-specific
contextual information. Educational implications of the effects of
external and internal instantiations are discussed.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.87.3.445</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Abstraction ; Access to Information ; Analogy ; Biological and medical sciences ; Child ; Child development ; Child psychology ; Children ; Cognition & reasoning ; Cognitive Generalization ; Constraints ; Developmental psychology ; Elementary Education ; Examples ; Fundamental and applied biological sciences. Psychology ; Generative Processes ; Human ; Instantiation Hypothesis ; Problem Solving ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Transfer of Training</subject><ispartof>Journal of educational psychology, 1995-09, Vol.87 (3), p.445-454</ispartof><rights>1995 American Psychological Association</rights><rights>1995 INIST-CNRS</rights><rights>Copyright American Psychological Association Sep 1995</rights><rights>1995, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a408t-f05630f8b7e963e03526083eea95218d63a85e17b0e8e75d12f893e080e30e433</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ517167$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3674158$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Zhe</creatorcontrib><creatorcontrib>Yanowitz, Karen L</creatorcontrib><creatorcontrib>Daehler, Marvin W</creatorcontrib><title>Constraints on Accessing Abstract Source Information: Instantiation of Principles Facilitates Children's Analogical Transfer</title><title>Journal of educational psychology</title><description>An abstract principle provided as source information alone often
fails to enhance analogical transfer. Two experiments were conducted to
investigate the circumstances under which an abstract statement
promotes analogical problem solving in children. External instantiation
(providing concrete examples, with similar or dissimilar surface
features along with an abstract statement) and internal instantiation
(encouraging learners to generate concrete examples of the abstract
statement) were equally effective in facilitating transfer. Adding
explicit causal relations in the source statements did not
significantly enhance transfer. These results suggest that abstract
information by itself is less accessible because it lacks superficial
features similar to the target problem and lacks example-specific
contextual information. Educational implications of the effects of
external and internal instantiations are discussed.</description><subject>Abstraction</subject><subject>Access to Information</subject><subject>Analogy</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child psychology</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Cognitive Generalization</subject><subject>Constraints</subject><subject>Developmental psychology</subject><subject>Elementary Education</subject><subject>Examples</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Generative Processes</subject><subject>Human</subject><subject>Instantiation Hypothesis</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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fails to enhance analogical transfer. Two experiments were conducted to
investigate the circumstances under which an abstract statement
promotes analogical problem solving in children. External instantiation
(providing concrete examples, with similar or dissimilar surface
features along with an abstract statement) and internal instantiation
(encouraging learners to generate concrete examples of the abstract
statement) were equally effective in facilitating transfer. Adding
explicit causal relations in the source statements did not
significantly enhance transfer. These results suggest that abstract
information by itself is less accessible because it lacks superficial
features similar to the target problem and lacks example-specific
contextual information. Educational implications of the effects of
external and internal instantiations are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.87.3.445</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 1995-09, Vol.87 (3), p.445-454 |
| issn | 0022-0663 1939-2176 |
| language | eng |
| recordid | cdi_proquest_journals_614323281 |
| source | PsycARTICLES; ERIC |
| subjects | Abstraction Access to Information Analogy Biological and medical sciences Child Child development Child psychology Children Cognition & reasoning Cognitive Generalization Constraints Developmental psychology Elementary Education Examples Fundamental and applied biological sciences. Psychology Generative Processes Human Instantiation Hypothesis Problem Solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Transfer of Training |
| title | Constraints on Accessing Abstract Source Information: Instantiation of Principles Facilitates Children's Analogical Transfer |
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