Bassok M, Wu L L, Olseth K L
Department of Psychology, University of Chicago, IL 60637, USA.
Mem Cognit. 1995 May;23(3):354-67. doi: 10.3758/bf03197236.
We examine how cover stories of isomorphic problems affect transfer. Existing models posit that people retain content in problem representations and that similarities and differences between the "undeleted" cover stories might interfere with recognition of structural similarities. We propose that cover stories can affect transfer in another way--by inducing semantic knowledge that modifies problem structures. Two experiments examined how people represent and solve permutation problems dealing with random assignment of elements from one set to elements from another set. Although the problems were structurally isomorphic, cover stories involving different pairs of element sets led subjects to abstract different "interpreted structures." Problems involving objects and people (e.g., prizes and students) led subjects to abstract an asymmetric structure ("get") and problems involving similar sets of people (e.g., doctors and doctors) led subjects to abstract a symmetric structure ("pair"). Transfer was mediated by similarities and differences between the interpreted structures of the learned and the novel problems.
我们研究了同构问题的封面故事如何影响迁移。现有模型假定人们在问题表征中保留内容，并且“未删除”的封面故事之间的异同可能会干扰对结构相似性的识别。我们提出，封面故事可以通过另一种方式影响迁移——通过诱导修改问题结构的语义知识。两项实验研究了人们如何表征和解决涉及将一组元素随机分配到另一组元素的排列问题。尽管这些问题在结构上是同构的，但涉及不同元素集对的封面故事导致受试者抽象出不同的“解释结构”。涉及物体和人的问题（例如奖品和学生）导致受试者抽象出一种不对称结构（“得到”），而涉及相似人群集的问题（例如医生和医生）导致受试者抽象出一种对称结构（“配对”）。迁移是由所学问题和新问题的解释结构之间的异同所介导的。
