|
|
|
Article de revue:
|
|
Clé de citation BibTeX: Bassok1989
|
|
Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of experimental psychology: Learning, Memory, and Cognition, 15(1), pp. 153–166.
Ajoutée par: Lynda Taabane 2008-01-06 18:15:39
|
|
|
|
|
|
|
|
Résumé
Three experiments examined transfer between 2 isomorphic subdomains of algebra and physics. The two areas were arithmetic-progression problems in algebra and constant-acceleration problems in physics. High school and college students who had learned one of these subtopics were presented with word problems that used either content from the domain they had originally studied or content based on the unfamiliar but analogous domain. Ss who had learned arithmetic progressions were very likely to spontaneously recognize that physics problems involving velocity and distance can be addressed using the same equations. Analysis of problem-solving protocols revealed that the recognition was immediate and that the solutions were a straightforward application of the algebraic method. Such recognition occurred even when the algebraic procedures were taught using example word problems all of which were drawn from a single content area (e.g., "money" problems). In contrast, Ss who had learned the physics topic almost never exhibited any detectable transfer to the isomorphic algebra problems. The results were interpreted in terms of content-free vs content-specific applicability conditions for mathematical procedures. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Idées
PDF DISPO
Ajoutée par: Lynda Taabane
|
|
|
