ERIC Number: ED333981
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
The Role of Expertise in Analogical Problem Solving.
Novick, Laura R.
The primary goal of this discussion is to summarize research on the role of expertise in accounting for individual differences in analogical problem solving among college students. The discussion also relates expertise differences to current theorizing in the developmental literature that concerns analogical reasoning in children. Contents focus on the domain of math story problems. Results of three experiments involving undergraduate students that elucidate the role of domain expertise in promoting analogical transfer are reported. It was hypothesized that when a source problem is strucurally analogous to a target problem but shares few, if any, surface features with that problem, spontaneous positive transfer should be higher for experts than for novices. This hypothesis and its converse were tested in two experiments. Results suggested that expertise is important in determining the success of the retrieval component of analogical transfer and that novices have greater difficulty than experts in ignoring misleading surface similarity. A third experiment examined the importance of expertise for executing the post-retrieval processes of mapping and procedure adaptation. It is concluded that age differences in analogical reasoning among children seem to parallel expertise differences among adults. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).