The effect of number of training problems and total training trials on amount of transfer to a new problem
Tracy, Robert Joseph
Tracy, Robert Joseph
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Date
1970
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Abstract
The present experiment examined the effects of the number of training problems and the total training trials on amount of transfer to a new problem. Reviewed research showed the effects of varying these two variables to depend upon a number of other factors. Three such factors were incorporated into the present task: (1) the existence of a rule common to all problems, (2) variability within each problem, and (3) inconsistency of S-R relationships between problems. Four hypotheses were generated which were consistent both with the relevant literature and with the above three factors. The hypotheses, somewhat abridged, are the following: 1. The first hypothesis consisted of three contradictory parts, each part consistent with a different set of experimental findings. 1a. The fewer the training problems, the better should be the transfer to a new problem. 1b. The number of training problems should have no effect upon subsequent transfer. le. The greater the number of training problems, the better should be the transfer to a new problem. 2. The greater the total training trials beyond a certain point, the greater should be the transfer to a new problem. 3. Performance on a second problem should first decrease (show negative transfer) and then increase (show positive transfer) as a function of increasing training trials on the preceding problem. 4. Practice on a succession of interfering problems should eventually, perhaps after initial negative transfer, produce positive transfer to later problems. In the investigation of Hypotheses 1 and 2, a two way factorial design was used in which Ss received training on 1, 2, or 3 problems at 24 or 44 total trials before they were transferred to a new problem. Hypotheses 3 and 4 were evaluated by examining the performance of certain groups within the factorial design. Below are summarized the findings pertaining to the hypotheses: 1. Hypothesis 1b was supported. 2. Hypothesis 2 was supported. 3. Hypothesis 3 was partly supported. Performance on a second problem showed increasing positive transfer as a function of increasing training trials on the preceding problem. The initial negative transfer predicted in Hypothesis 3 was not found. 4. Hypothesis 4 was partly supported. Practice on a succession of interfering problems showed only positive transfer between problems. Contrary to Hypothesis 4, no negative transfer was found. Taken together, the results suggested the following interpretations: subjects show positive transfer between problems because they learn an abstract rule and also learn to ignore variability within each problem. Such learning is increased as a function of total training trials and not number of training problems. Subjects also show a lack of negative transfer in part because they learn the abstract rule and learn to ignore variability within problems, but also because they learn to ignore inconsistencies between problems.
Contents
Subject
Subject(s)
Learning, Psychology of
Transfer of training
Transfer of training
Research Projects
Organizational Units
Journal Issue
Genre
Dissertation
Description
Format
viii, 159 leaves, bound : illustrations
Department
Psychology