The importance of understanding: Model space moderates goal specificity effects |
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Authors: | Saskia Kistner Bruce D. Burns Regina Vollmeyer Ulrich Kortenkamp |
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Affiliation: | 1. Institute of Psychology, Goethe-University, Frankfurt/Main, Germany;2. School of Psychology, University of Sydney, Sydney, Australia;3. Institute of Mathematics, University Potsdam, Potsdam, Germany |
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Abstract: | The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes. |
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Keywords: | Goal specificity Problem solving Three-space theory Scientific discovery learning |
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