| Project/Area Number |
10610103
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Tokyo Institute of Technology |
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Principal Investigator |
KUSUMI Takashi Tokyo Institute of Technology, Graduate School of Decision Science and Technology, Associate Professor, 大学院・社会理工学研究科, 助教授 (70195444)
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| Co-Investigator(Kenkyū-buntansha) |
MATSUDA Toshiki Tokyo Institute of Technology, Graduate School of Decision Science and Technology, Associate Professor, 大学院・社会理工学研究科, 助教授 (60173845)
NAKAGAWA Masanori Tokyo Institute of Technology, Graduate School of Decision Science and Technology, Professor, 大学院・社会理工学研究科, 教授 (40155685)
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| Project Period (FY) |
1998 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1999: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1998: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Keywords | analogy / problem solving / similarity / transfer |
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| Research Abstract |
This research examined the abstract knowledge that promotes analogical transfer in mathematical problem solving. In Experiment 1, three types of instruction of abstraction (equation, subgoal, and control) made different mistake pattern in transfer problems.
In Experiment 2, to give the role instruction has an effective transfer when learners made use of a subgoal, however it has not effective transfer when learners made use of the equation. In experiment 3, four types of instruction of abstraction (equation, subgoal, analogy, and control) made different similarity judgment pattern between target and base problems. Especially, the subgoal instruction promotes both surface and equation similarity between them. In conclusion, the abstract knowledge that clarifies role relationships toward sub-goal promotes analogical transfer.
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