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Seeing Deep Structure From the Interactions of Surface Features.

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Title: Seeing Deep Structure From the Interactions of Surface Features.
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]
Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Seeing Deep Structure From the Interactions of Surface Features.
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  Data: <searchLink fieldCode="AR" term="%22Chi%2C+MicheleneT%2E+H%2E%22">Chi, MicheleneT. H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22VanLehn%2C+KurtA%2E%22">VanLehn, KurtA.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychologist%22">Educational Psychologist</searchLink>. 2012, Vol. 47 Issue 3, p177-188. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Transfer+of+training%22">Transfer of training</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+research%22">Problem solving research</searchLink><br /><searchLink fieldCode="DE" term="%22Metalanguage%22">Metalanguage</searchLink><br /><searchLink fieldCode="DE" term="%22Deep+structure+%28Linguistics%29%22">Deep structure (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Surface+structure+%28Linguistics%29%22">Surface structure (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=78083970
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        Value: 10.1080/00461520.2012.695709
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        Text: English
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        Type: general
      – SubjectFull: Curriculum change
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      – SubjectFull: Problem solving research
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      – SubjectFull: Deep structure (Linguistics)
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      – SubjectFull: Surface structure (Linguistics)
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      – SubjectFull: Psychology
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              Text: 2012
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