Reminding-Based Learning.
Abstract
When learning new cognitive skills involving problem solving, novices are often reminded of earlier problems. This project examined this common means of learning from remindings. First, the representation of the resulting generalization was investigated. Generalizations from earlier problems may be both selective (only some parts are included in the generalization) and conservative (some superficial aspects are included). The studies found evidence for these characteristics and showed how such generalization may be tied to the use. Second, these remindings may provide a means of becoming more expert in a problem solving domain. Experiments show that even highly experienced solvers rely upon superficial similarities that are predictive of the problem type. Third, an examination of remindings in everyday learning situations extended the findings and better tested some theoretical ideas. The overall results of this project provide a dearer understanding of reminding-based learning and relate it to work on expertise, categorization, and schema acquisition. (AN)
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 05, 1995
- Accession Number
- ADA299262
Entities
People
- Brian H. Ross
Organizations
- University of Illinois Urbana–Champaign