Amount of material and difficulty of problem solving. II. The disc transfer problem.

Cook, Thomas W.

doi:10.1037/h0057366

Cited by 20 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A number of researchers have used the tower to study strategic problem solving behavior (e.g., Byrnes & Spitz, 1977 ;Cook, 1937 ;Ewert & Lambert, 1932 ;Gagne & Smith , 1962 ;Klahr, 1978 , Note 1;Piaget, 1974Piaget, /1976Simon , 1975). Among the tower 's assets for such study are its nonverbal nature and the fact that, by adding disks, it can be made increasingly more difficult unless the subject discovers a solution principle that is applicable to any number of disks.…”

mentioning

confidence: 99%

Developmental progression of performance on the Tower of Hanoi problem

Byrnes

Spitz²

1979

Bull. Psychon. Soc.

View full text Add to dashboard Cite

mentioning

confidence: 99%

Developmental progression of performance on the Tower of Hanoi problem

Byrnes

Spitz²

1979

Bull. Psychon. Soc.

View full text Add to dashboard Cite

“…I1 is a partial replication of Cook's (1937) problem-solving experiment. I1 is a partial replication of Cook's (1937) problem-solving experiment.…”

Section: Discussionmentioning

confidence: 99%

“…Expt. I1 is a partial replication of Cook's (1937) problem-solving experiment. There are severrtl reasons for this replication.…”

Section: Discussionmentioning

confidence: 99%

“…As an example, simple learning processes such as discriminations should be learned before concepts, concepts should be learned before rules which involve the concepts and rules in turn should be learned before attempts are made to solve problems involving these rules. Cook (1937) and Reed, Ernst & Banerji (1974) gave subjects problem-solving tasks. The following evidence is available concerning this latter aspect of Gagn6's theory.…”

mentioning

confidence: 99%

“…There appear to have been no studies carried out using a rule-learning task. Cook (1937) and Reed, Ernst & Banerji (1974) gave subjects problem-solving tasks. The results Wered substantially from those summarized above.…”

mentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Task Complexity and Sequence on Rule Learning and Problem Solving

Sweller

1976

British J of Psychology

View full text Add to dashboard Cite

Two experiments were carried out in order to test the effects of task sequence on the speed of rule learning and problem solving. Expt. I involved numerical rule-learning teaks. One group of subjects waa presented with the tasks using a simpl-omplex sequence while another group was presented with the complex rather than the simple task initially. The simple-complex order resulted in a far superior performance. Expt. I1 teated the effect of taek difIioulty and task precedence using problem-solving tasks. Speed of problem solving wae not found to be significantly sffected by task order.These contrestig results were discussed in terms of hypothesis testing theory and learning hierarchies. RESTLE,F. (1966). A theory of discrimination learning. Psychol. Rev. 62, 11-19. SWELLER, J. (1973). Effect of amount of initial training on concept shift problems. J . exp. 'J~AFIASSO, T. R. I 1963). Stimulus emphasis and all-or-none learning i n concept identification. J . t~p. Peychol. 48,241-246. 288-296. J . tXp. psychoi. 59,298-302. contingencies. Faychol. Rev. 78, 130-140. similar problem states. Cognitive Paychol. 6, 436-460. Pqchol. 99, 134-136.

show abstract