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{
    "pk": 25567,
    "title": "When Do Nonspecific Goals Help Learning? An Issue of Model Quality",
    "subtitle": null,
    "abstract": "The three-space theory of problem solving predicts that the\nquality of a learner’s model and the goal specificity of a task\ninteract on knowledge acquisition: Learners having a good\nmodel should learn more with a nonspecific than a specific\ngoal, which should not apply to learners having a poor model.\nThis study tested this prediction using a computer based\nlearning task on torques. Participants (N = 77 psychology\nstudents) either had to test hypotheses with a simulation of a\nlever system (nonspecific goal), or to produce given values\nfor variables in this simulation (specific goal). In the good\nmodel condition but not in the poor model condition they saw\nthe torque depicted as an area. Results revealed the predicted\ninteraction. A nonspecific goal only resulted in better learning\nwhen a good model of torques was provided but not with a\npoor model. Our findings support the three-space theory.\nThey emphasize the importance of understanding in studying\nproblem solving and stress the need to study underlying\nprocesses.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "goal specificity"
        },
        {
            "word": "problem solving"
        },
        {
            "word": "three-space\ntheory"
        },
        {
            "word": "scientific discovery learning"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/38w8c2vx",
    "frozenauthors": [
        {
            "first_name": "Saskia",
            "middle_name": "",
            "last_name": "Kristner",
            "name_suffix": "",
            "institution": "Goethe University",
            "department": ""
        },
        {
            "first_name": "Bruce",
            "middle_name": "D",
            "last_name": "Burns",
            "name_suffix": "",
            "institution": "University of Sydney",
            "department": ""
        },
        {
            "first_name": "Regina",
            "middle_name": "",
            "last_name": "Vollmeyer",
            "name_suffix": "",
            "institution": "Goethe University",
            "department": ""
        },
        {
            "first_name": "Ulrich",
            "middle_name": "",
            "last_name": "Kortenkamp",
            "name_suffix": "",
            "institution": "University Potsdam",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-02T03:00:00+09:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25567/galley/15191/download/"
        }
    ]
}