Acquisition and Resilience Under Test Stress of Structurally Different Problem Solving Procedures

Abstract

A procedure for solving binomial probability problems was taught in a three-part booklet that emphasized calculating with the formula (Sequence F) or that emphasized that the meanings of the variables in the formula (Group G). A multi-leveled transfer posttest was administered after S had read either one, two or all three parts of his instructional booklet, and the amount of stress during testing was varied. The results indicated how a clear pattern of treatment vs. posttest interaction (TPI) in which Group F Ss excelled on near transfer items and Group G Ss excelled on far transfer or interpretive posttest items. The results are discussed with respect to the structurally different problem solving procedures.

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Document Details

Document Type
Technical Report
Publication Date
May 01, 1973
Accession Number
ADA000576

Entities

People

  • Richard E. Mayer

Organizations

  • University of Michigan

Tags

Communities of Interest

  • Engineered Resilient Systems

DTIC Thesaurus Topics

  • Acquisition
  • Air Force
  • Algorithms
  • Coding
  • Information Processing
  • Instructions
  • Michigan
  • Motor Skills
  • Notation
  • Psychology
  • Resilience
  • Symbols
  • Test Sets
  • Theses
  • Training
  • United States
  • Universities

Fields of Study

  • Education

Readers

  • Instructional Design and Training Evaluation.
  • Linear Algebra
  • Psychological Intervention/Treatment for Stress, Anxiety, PTSD, and Related Emotional and Cognitive Health Symptoms.