השפעת הסברים עצמיים על פתרון בעיות אנלוגי

Translated title of the contribution: The effect of "self-explanations" on analogical problem-solving

יאיר נוימן, ברוך שוורץ

Research output: Contribution to journalArticlepeer-review

Abstract

Explanations students provide to themselves while learning (self-explanations), have been shown to be positively associated with some learning measures. However, the effect of self-explanation on a central domain, analogical problem-solving, has not been investigated. This research focuses on how prompting students to self-explain influences analogical problem-solving. 24 students were asked to solve 3 problems (1 learning problem and 2 test problems). The Ss were prompted either to self-explain or to think aloud. The results indicated that self-explaining Ss performed better in the test phase. In addition, it was found that performance in the test phase was associated with retrieval time; the more time Ss spent at retrieving source analogues the faster they solved the test problem. In analyzing verbal protocols for good and poor solvers, 4 self-explanation categories were identified. Three categories were positively associated with analogical problem-solving (at solving test problems). The authors conclude that self-explanation improves analogical problem-solving by supporting the solution scheme representation of problems, although only certain categories of self-explanation mediate the process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Translated title of the contributionThe effect of "self-explanations" on analogical problem-solving
Original languageHebrew
Pages (from-to)30-38
Number of pages9
Journalפסיכולוגיה: כתב-עת מדעי ישראלי לעיון ולמחקר
Volume6
Issue number1
StatePublished - 1 Jan 1997

Keywords

  • Logical Thinking
  • Oral Communication
  • Problem Solving
  • Self-Evaluation
  • Analogy

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