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Overcoming contextual limitations on problem-solving transfer.
Five experiments investigated transfer from multiple analogs to a superficially dissimilar target problem. When subjects explicitly compared the analogs and then immediately attempted to solve the
Health Mashups: Presenting Statistical Patterns between Wellbeing Data and Context in Natural Language to Promote Behavior Change
The Health Mashups system is built to identify connections that are significant over time between weight, sleep, step count, calendar data, location, weather, pain, food intake, and mood.
The subgoal learning model: Creating better examples so that students can solve novel problems.
Learners have great difficulty solving problems requiring changes to solutions demonstrated in examples. However, if the solution procedures learners form are organized by subgoals, then they are
An evaluation of space-filling information visualizations for depicting hierarchical structures
Results from two empirical studies of two visualization tools for depicting hierarchies, in particular, computer file and directory structures, suggest that participants strongly preferred the Sunburst tool, citing better ability to convey structure and hierarchy.
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures
Research tries to reduce intrinsic cognitiveload in example-based learning by shifting the level of presenting and explaining solution procedures from a `molar' view – that focuses on problem categories and their associated overall solution procedures – to a more`modular' view where complex solutions are broken down into smaller meaningful solution elements that can be conveyed separately.
The effects of surface and structural feature matches on the access of story analogs.
  • R. Catrambone
  • Psychology
    Journal of experimental psychology. Learning…
  • 1 March 2002
Results involving reminding and reading-time measures suggest that surface and lower-order structural features affected access about equally, at least when a higher-order relation was shared between a base and cue story.
Generalizing Solution Procedures Learned From Examples
Three experiments tested the hypothesis that when learners are led to group steps from example solutions, they will be more likely to learn subgoals that can be transferred to novel problems, thereby
Aiding subgoal learning: Effects on transfer.
Students often memorize a set of steps from examples in domains such as probability and physics, without learning what subgoals those steps achieve. A result of this sort of learning can be that