Inductive problem solving: Schema inducement and memory-based transfer.

Abstract

have identified a genera) schema and a procedural schema as the basis for the transfer of analogical reasoning skills. This study addresses the question of memory-based processing when transfer is delayed. Ss were 183 college students.The training-for-transfer paradigm used to study immediate transfer (Phye, 1989) was employed. Results indicate the use of both a general and a specific schema for retrieval when memory-based processing is required in order to demonstrate transfer within a problem domain. These data replicate and extend previous findings (Phye, 1989) identifying induced schemata as a part of the architectural basis for cognitive transfer.

Strategic transfer: A tool for academic problem solving

“…Aggregates of traces acting in concert at the time of retrieval represent the category as a whole (Hintzman, 1986). Schema abstraction in a multiple-trace memory model would account for the on-line transfer of procedural and strategic knowledge (Phye, 1989) during acquisition as well as results obtained with memory-based processing (Phye, 1990(Phye, , 1991. The schema-abstraction model reflects the relative emphasis placed on decision making at the time of retrieval in contrast to an emphasis during encoding.…”

“…This distinction acknowledges different processing requirements for the immediate and delayed transfer of problem-solving procedures and strategies. This distinction is also necessary in order to address questions about the durability of strategic transfer (Phye, 1990(Phye, , 1991.…”

“…An integration of the two models is proposed through the development of a training-for-transfer paradigm (Phye, 1990). By integrating encoding and retrieval processing in a single transfer paradigm the issue of accessing prior knowledge (Bransford, 1990) that is also referred to as the inert knowledge problem (Whitehead, 1929) can directly be addressed.…”

“…The primary purpose for this review is to demonstrate a need to integrate methods and findings from both areas, in the quest to better understand the transfer process in problem-solving situations. An example of an integration effort in terms of a training-for-transfer paradigm (Phye, 1989(Phye, , 1990(Phye, , 1991Phye and Sanders, 1992b) is also presented (see Fig. 1).…”

Cueing for Schema Construction: Designing Problem-Solving Multimedia Practicals

“…Learners should not be left guessing too long which task characteristics should be chosen as the most relevant or critical ones, especially in complex tasks where there is a large amount of both relevant and irrelevant or even misguiding characteristics involved. According to Phye (1990) this saliency requirement is more likely to be met when (sub-)tasks are ordered by type and accompanied by cueing that describes the critical features of these (sub-)tasks. For instance, in ''Preparing a Plea'' cueing is task ordered around steps in the preparation of a plea and directed at the intended outcomes of these steps (e.g., a plea inventory after step 4).…”