Catrambone R
School of Psychology, Georgia Institute of Technology, Atlanta 30332.
Mem Cognit. 1994 Sep;22(5):606-15. doi: 10.3758/bf03198399.
People often memorize a set of steps for solving problems when they study worked-out examples in domains such as math and physics without learning what domain-relevant subgoals or subtasks these steps achieve. As a result, they have trouble solving novel problems that contain the same structural elements but require different, lower-level steps. In three experiments, subjects who studied example solutions that emphasized a needed subgoal were more likely to solve novel problems that required a new approach for achieving this subgoal than were subjects who did not learn this subgoal. This result suggests that research aimed at determining the factors that influence subgoal learning may be valuable in improving transfer from examples to novel problems.
人们在学习数学和物理等领域的例题解答时，常常记住一套解决问题的步骤，却没有了解这些步骤实现了哪些与领域相关的子目标或子任务。结果，当他们遇到包含相同结构元素但需要不同的、更低层次步骤的新问题时，就会遇到困难。在三项实验中，与未学习该子目标的受试者相比，学习了强调所需子目标的例题解答的受试者更有可能解决需要新方法来实现该子目标的新问题。这一结果表明，旨在确定影响子目标学习的因素的研究，可能对提高从例题到新问题的迁移能力很有价值。
