Problem solving, recall, isomorphic transfer, and nonisomorphic transfer among third-grade and fourth-grade children

Abstract

Analogical reasoning processes were studied in third- and fourth-grade children. During acquisition, each child received analogs of one of the following seven-move scheduling problems: “farmer's dilemma,” “three missionaries/two cannibals,” or “tower of Hanoi.” On each presentation of a problem, the child heard a list of statements representing the exact series of moves necessary to solve the problem and was immediately asked to recall the list. Physical materials representing the problem were then produced and the child was asked to solve it. A trial was terminated and a new one begun when an error was made on the physical task. Following acquisition, the children were transferred to either an isomorphic analog or an analog from one of the other training conditions. During acquisition, the propositions representing the solution to each problem were acquired piecemeal and incrementally, but consolidation of the generalizable problem representation was abrupt. Isomorphic transfer was good in all conditions, but nonisomorphic transfer was unexpectedly asymmetrical. This finding was discussed in terms of each problem space, number of solution paths, and similarity relations.