the psychology of learning and motivation - Percepts and Concepts ...

302 IndexHigh school study of CPSdependent measures ofconceptual tests, 289problem solving tests, 289–290findings ofperformance on dependent measures,290–291teacher responses, 290implementation ofparticipating schools and teachers, 286–288teacher, 288–289structured strategies and two-columnsolutions, 285Homework problem with instructor-generatedstrategy, 281Human cognitive architecture, 46evolutionary view ofknowledge, acquisition and organizationof, 42–57knowledge, biologically. See KnowledgeHuman cognitive system, 42, 44, 54IIdentical rules, 112–113IF-THEN production rules, 112Ill-defined problems, 65Imagination effect, 70–71Implicit and explicit systems, 248Implicit learning, 245Incorrect answer patterns to science questions,explanations of, 237, 244high-level mental structures approach, 239knowledge in pieces or resources, 236limitation ofassumptions, 238–239predictive power, limited, 239–241response metrics, limited, 241misconceptions, 234–235ontological categories, 236–237Incorrect method comparisonadvantages of, 205support for value of, 205–206Information store principle, 43Instructional activities and knowledge transfer,125–126Instructional scenarios, 89Intrinsic cognitive load, 57–60, 63effects of, 60–61isolated elements effect, 63understanding, 59–60variability effect, 61–62Introductory physicsexpert problem solving in, 271–272novice problem solving in, 272–273KKinematics graph questions, hypothesizedmanipulation of attention on, 256Knowledge, 83acquisition/organization of, 42–44borrowing and reorganizing principle,47–49change principle, limits of, 52–54environmental organizing, 54–57information store principle, 44–47linking principle, 54–57randomness, as genesis principle, 49–52biologically primary, 39–40biologically secondary, 40–41and environment, 119evolutionary status of, 39Geary’s categorization of, 39primary vs. secondary, 41–42representation, 124, 125Knowledge in piecesand answering patterns, 236misconception and knowledge in, 243Knowledge transferachievement goals and, 122–123alternative views of, 114PFL (preparation for future learning), 116situative transfer, 115–116challenges associated withcognitive perspective, 111transfer phenomena, 110classic cognitive approaches to, 115analogy, 113schema theory, 113–114theory of identical elements, 112–113factors influencing, 110importance of, 130–131multiple mechanisms of, 117psychological theory of, 110successes and failures, 120–121theoretical conceptualization of, 116Knowledge transfer frameworkanswers to initial questions, 120–121context representationconstruction of, 119–120generating a solution for, 120multiple mechanisms, 117sense-making. See Sense-makingstages, 130