.png){kind=icon}
返回
AIDING SUBGOAL LEARNING - EFFECTS ON TRANSFER
.png){kind=icon}
PRE
AI
DOI：10.1037/0022-0663.87.1.5.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
Students often memorize a set of steps from examples in domains such as probability and physics, without learning what subgoals those steps achieve. A result of this sort of learning can be that these students fail to solve novel problems that do not permit exactly the same set of steps even though the old goal structure is maintained. Three experiments demonstrated that both labeling and visually isolating a set of steps in examples independently help students learn a subgoal and be more likely to solve novel problems that involve that subgoal but require different steps to achieve it.
Keyword:
ANALOGICAL TRANSFER
EARLIER PROBLEMS
EXAMPLES
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
