The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving

Abstract

An experiment was conducted to assess how accessibility to relevant knowledge would affect performance on verbal analogy problems as well as the efficacy, perception, and continuation of use of a componential strategy for solving these problems. Participants were either taught to use a componential strategy for solving verbal analogy problems or just given practice opportunities while the accessibility of relevant knowledge was manipulated and the performance and perception of the strategy was assessed. We also investigated whether variations in accessibility to relevant knowledge affected the continuance of strategy use. Results showed that knowledge accessibility affected both performance and the way in which the strategy was perceived. Participants rated the strategy as more useful, easier to use, and less effortful when their initial strategy experience involved solving analogy problems based on familiar vocabulary and relationships. Also, participants who had experience with easily accessible vocabulary and relationships were significantly more likely to choose to continue to use of the strategy on a subsequent task. It is also argued that accessibility to knowledge and strategy use play independent, as opposed to interactive, roles in determining performance.