The influence of task similarity, topic interest and incentives on spontaneous and informed transfer.
Item
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Title
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The influence of task similarity, topic interest and incentives on spontaneous and informed transfer.
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Identifier
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AAI9405538
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identifier
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9405538
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Creator
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Kaufman, Christopher James.
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Contributor
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Adviser: Sigmund Tobias
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Date
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1993
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Experimental
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Abstract
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The purpose of this study was to examine the influence of motivational variables (i.e., topic interest, task interest, extrinsic incentives) and structural variables (task similarity and schema quality) on access to prior learning in a novel problem solving context. In addition to being the first study to investigate the impact of both intrinsic and extrinsic motivational variables in a problem solving context, the study was also the first problem solving experiment to explore the interaction between motivational and structural variables.;The sample was comprised of 165 New York City public high school students enrolled in at least one advanced placement science class. Most participants demonstrated a strong interest in science, as determined by a topic interest survey administered during the experiment.;The basic experimental procedure was to provide subjects with a story analogy, describing a problem and its solution, and then to observe how subjects used the analogy in solving a subsequent (seemingly novel) target problem. The experiment was comprised of three distinct phases: (1) story analog acquisition; (2) testing for task interest and science interest (topic interest); and, (3) problem solving. The task similarity independent variable was manipulated in the acquisition phase. Subjects either acquired the necessary strategy through an acquisition phase task similar or dissimilar to the subsequent problem solving task. The topic/text-based interest and incentive independent variables were manipulated in the problem solving phase. Subjects attempted to solve either an "interesting" or "dull" version of Duncker's Radiation Problem and were also randomly assigned to "financial incentive" or "no financial incentive" conditions.;Contrary to expectations, the results indicated no main effects for task similarity or any of the motivational variables examined. Significant interaction effects were also not obtained. Successful problem solvers were found to differ significantly from unsuccessful problem solvers with regard to their conceptual understanding (schema quality) of the salient information provided during the acquisition phase.;The comparative importance of structural variables (i.e., schema quality and task similarity) and motivational variables (i.e., topic interest and task interest) to the problem solving process are discussed. Implications for educators and future research are also described.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
