Bernardo A B
College of Education, De La Salle University, Manila, Philippines.
Mem Cognit. 2001 Jun;29(4):627-33. doi: 10.3758/bf03200463.
This study was undertaken to examine the effects of strategic schema-acquisition tasks (problem comparison or problem construction) and the method of principle explanation (abstract or embedded principle method) on schema acquisition. Ninety-eight subjects studied a set of problems in probability, presented according to either method of principle explanation. Half the subjects in each principle-explanation group were then asked to compare analogous problems, and the rest constructed new analogous problems. To determine whether subjects generalized problem schemas, they were given new analogous problems to solve. The results showed that when the abstract principle method was used, schema acquisition was better in problem comparison; but with the embedded principle method, schema acquisition was better in problem construction. Results were discussed in relation to the importance of some fit between the presentation of problem information and the processes that will draw from or build on this information in tasks designed to allow novice problem solvers to acquire advanced problem representations.
本研究旨在考察策略性图式获取任务（问题比较或问题构建）以及原理解释方法（抽象原理方法或嵌入式原理方法）对图式获取的影响。98名受试者学习了一组概率问题，这些问题根据两种原理解释方法之一呈现。然后，每个原理解释组中有一半的受试者被要求比较类似问题，其余受试者构建新的类似问题。为了确定受试者是否能归纳出问题图式，他们被给予新的类似问题去解决。结果表明，当使用抽象原理方法时，问题比较中的图式获取效果更好；但使用嵌入式原理方法时，问题构建中的图式获取效果更好。针对问题信息呈现与在旨在让新手问题解决者获取高级问题表征的任务中从该信息中提取或基于该信息进行构建的过程之间某种匹配的重要性，对结果进行了讨论。
