Seeing Deep Structure From the Interactions of Surface Features.
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| Title: | Seeing Deep Structure From the Interactions of Surface Features. |
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| Authors: | Chi, MicheleneT. H. (AUTHOR), VanLehn, KurtA. (AUTHOR) |
| Source: | Educational Psychologist. 2012, Vol. 47 Issue 3, p177-188. 12p. |
| Subjects: | Transfer of training, Curriculum change, Problem solving research, Metalanguage, Deep structure (Linguistics), Reasoning, Surface structure (Linguistics), Psychology |
| Abstract: | Transfer is typically thought of as requiring individuals to “see” what is the same in the deep structure between a new target problem and a previously encountered source problem, even though the surface features may be dissimilar. We propose that experts can “see” the deep structure by considering the first-order interactions of the explicit surface features and the second-order relationships between the first-order cues. Based on this speculative hypothesis, we propose a domain-specific bottom-up instructional approach that teaches students explicitly to focus on deriving the first-order interactions cues and noticing the second-order relationships among the first-order interaction cues. To do so, researchers and instructional designers need to first extract from experienced solvers or experts how they derive such first-order cues. Transfer is assumed to be based on the similarities in the second-order relationships, which are familiar everyday relationships such as equal to, greater than, and so forth. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Transfer is typically thought of as requiring individuals to “see” what is the same in the deep structure between a new target problem and a previously encountered source problem, even though the surface features may be dissimilar. We propose that experts can “see” the deep structure by considering the first-order interactions of the explicit surface features and the second-order relationships between the first-order cues. Based on this speculative hypothesis, we propose a domain-specific bottom-up instructional approach that teaches students explicitly to focus on deriving the first-order interactions cues and noticing the second-order relationships among the first-order interaction cues. To do so, researchers and instructional designers need to first extract from experienced solvers or experts how they derive such first-order cues. Transfer is assumed to be based on the similarities in the second-order relationships, which are familiar everyday relationships such as equal to, greater than, and so forth. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 00461520 |
| DOI: | 10.1080/00461520.2012.695709 |
