Context-specific conditioning in the conditioned-emotional-response procedure.

In 3 experiments, rats were used to investigate the conditions that influence the transfer of a conditioned emotional response from 1 context to another. The subjects experienced training in 2 contexts on each day. In Experiment 1, subjects received a single conditioned trial with a different target stimulus in each of the 2 contexts. Conditioned responding was found to be more vigorous when the target was presented subsequently in the context in which conditioning had taken place than when it was presented in the other context. Experiments 2 and 3 confirmed these results and also showed that neither the unconditioned response evoked by the target stimulus nor the conditioned response acquired after multiple training trials showed evidence of context specificity. Possible reasons for the difference in outcome between single-trial and multitrial conditioning procedures are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constraints on accessing abstract source information: Instantiation of principles facilitates children's analogical transfer.

An abstract principle provided as source information alone often fails to enhance analogical transfer. Two experiments were conducted to investigate the circumstances under which an abstract statement promotes analogical problem solving in children. External instantiation (providing concrete examples, with similar or dissimilar surface features along with an abstract statement) and internal instantiation (encouraging learners to generate concrete examples of the abstract statement) were equally effective in facilitating transfer. Adding explicit causal relations in the source statements did not significantly enhance transfer. These results suggest that abstract information by itself is less accessible because it lacks superficial features similar to the target problem and lacks example-specific contextual information. Educational implications of the effects of external and internal instantiations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Having the Memory of an Elephant: Long-Term Retrieval and the Use of Analogues in Problem Solving.

The authors report 4 experiments exploring long-term analogical transfer from problem solutions in folk tales participants heard during childhood, many years before encountering the target problems. Substantial culture-specific analogical transfer was found when American and Chinese participants' performance was compared on isomorphs of problems solved in European versus Chinese folk tales. There was evidence of transfer even among participants who did not report being reminded of the source tale while solving the target problem. Comparisons of different versions of a target problem indicated that similarity of solution tool affected accessing, mapping, and executing components of problem solving, whereas similarity of goal object had only a moderate effect on accessing. High school students also evidenced greater transfer than did middle school students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning from mistakes: Inducing analogous solution failures to a source problem produces later successes in analogical transfer.

In 4 experiments the use of analogical problem solving to facilitate the solution to a problem that usually results in persistent solution failures without hints was investigated. The results of Exps 1–3 indicate that spontaneous transfer was facilitated by a manipulation of the surface form of the source problem that tends to induce initial solution failures analogous to those produced to the target problem. Surface similarity of content words and diagrams had no effect on transfer in Exps 1–3. In Exp 4, facilitation of spontaneous transfer was not obtained when source solution failures were prevented. The importance of failed solutions in problem representation and the relationship between problem representation and surface similarity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of causal models in analogical inference.

Computational models of analogy have assumed that the strength of an inductive inference about the target is based directly on similarity of the analogs and in particular on shared higher order relations. In contrast, work in philosophy of science suggests that analogical inference is also guided by causal models of the source and target. In 3 experiments, the authors explored the possibility that people may use causal models to assess the strength of analogical inferences. Experiments 1-2 showed that reducing analogical overlap by eliminating a shared causal relation (a preventive cause present in the source) from the target increased inductive strength even though it decreased similarity of the analogs. These findings were extended in Experiment 3 to cross-domain analogical inferences based on correspondences between higher order causal relations. Analogical inference appears to be mediated by building and then running a causal model. The implications of the present findings for theories of both analogy and causal inference are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fluent identification of repeated words.

We propose that fluent identification of a repeated word is based on a form of episodic memory for the context-specific interpretation applied during the word's initial processing episode. In a lexical decision paradigm, fluent responses to repeated words were associated with a change in decision bias rather than perceptual sensitivity. Repetition effects were reduced or eliminated when the context word accompanying a repeated homograph was changed so that a different meaning was implied. A context-sensitive repetition effect was also obtained when repeated homographs served as context words for nonrepeated targets, suggesting a role for integral processing of context and target. In a word naming paradigm, repetition effects showed a weaker and different form of context sensitivity and were obtained even when the initial presentation was auditory, did not require articulation, or involved a visually dissimilar letter string (e.g., krooze for cruise). These results are taken as support for an account of long-term repetition effects that emphasizes episodic memory for context-specific interpretations of a word. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abstract versus concrete information as the basis for transfer in problem solving: Comment on Fong and Nisbett (1991).

G. T. Fong and R. E. Nisbett (see record 1991-17515-001) claimed that human problem solvers use abstract principles to accomplish transfer to novel problems, based on findings that Ss were able to apply the law of large numbers to problems from a different domain from that in which they had been trained. However, the abstract-rules position cannot account for results from other studies of analogical transfer that indicate that the content or domain of a problem is important both for retrieving previously learned analogs (e.g., K. J. Holyoak and K. Koh, 1987; M. Keane, 1985, 1987; B. H. Ross, 1989) and for mapping base analogs onto target problems (Ross, 1989). It also cannot account for Fong and Nisbett's own findings that different-domain but not same-domain transfer was impaired after a 2-wk delay. It is proposed that the content of problems is more important in problem solving than supposed by Fong and Nisbett. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of processing strategies in the acquisition and transfer of a cognitive skill.

How the difficulty of initial training influences the acquisition and transfer of strategic processing skills and memory for processed stimuli was examined in 3 experiments. Participants were asked to discriminate between similar or dissimilar random polygon stimuli. Participants were asked to discriminate between novel transfer polygons; this was followed by a recognition memory task. Results suggest that the difficulty of initial training influences strategic skill acquisition. Strategies acquired during training are applied at transfer regardless of their effectiveness for processing transfer stimuli. This is true even when participants are given feedback indicating that their processing strategy is ineffective. It is argued that skill acquisition is influenced by the acquisition of both stimulus-specific knowledge and strategic skills, and that the strategic skills acquired serve to optimize processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrieval constraints on associative elaborations.

This research investigated the role of associative elaborations on free- and cued-recall performance. Elaboration was manipulated by having subjects pronounce an associatively related word that could be integrated into an activated episodic trace following sentence-encoding operations on the target concept. In Experiments 1 and 2, free recall was facilitated when the word was related to the sentence context of the target encoding compared to when it was related only to the target, or both the target and the context. The target-related conditions did not differ from an unrelated control condition for positive response encodings. This same pattern held for cued recall when the sentence frame context was provided as the retrieval cue (Experiment 1). However, Experiment 2 showed that if the elaborating word was provided as a cue for the target, then recall was highest when it was related to both the target and its context or only to the target. The results are discussed in terms of retrieval constraints on associative elaborations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analogical problem solving: A hierarchical analysis of procedural similarity.

Similarity between source analogues and target problems is a central theme in the research on analogical transfer. Much of the theorizing and research has focused on the effects of superficial and structural similarity on transfer. The present research is an attempt to analyze systematically another critical type of similarity, namely, procedural similarity, and to examine its effects on the executing process. Participants viewed a schematic picture as a source model, interpreted its conceptual meaning, and then attempted to solve a problem to which the conceptual information from the source model could be applied. The results indicate that the ease with which a source solution was implemented was largely determined by the abstraction level at which a solution was shared by a source analogue and the target problem. The degree of procedural similarity was also found to influence the executing process in analogical transfer. A conceptual model concerning the function of procedural similarity as a utilizational constraint in analogical problem solving is proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computational modeling of laser welding of Cu-Ni dissimilar couple

A three-dimensional transient model to solve heat transfer, fluid flow, and species conservation during laser welding of dissimilar metals is presented. The model is based on a control volume formulation with an enthalpy-porosity technique to handle phase change and a mixture model to simulate mixing of molten metals. Weld pool development, solidified weld pool shape, and composition profiles are presented for both stationary as well as continuous laser welding in conduction mode. Salient features of a dissimilar Cu-Ni weld are summarized and thermal transport arguments are employed to successfully explain the observations. It is found that the weld pool shape becomes asymmetric even when the heat source is symmetrically applied on the two metals forming the couple. It is also observed that convection plays an important role in the development of weld pool shape and composition profiles. As the weld pool develops, the side melting first (nickel) is found to experience more convection and better mixing. Results from the case studies of computation are compared with corresponding experimental observations, showing good qualitative agreement between the two.     

Lexical and message-level sentence context effects on fixation times in reading.

Readers' eye movements were recorded as they read an unambiguous noun in a sentence context. In Exp 1, fixation durations on a target noun were shorter when it was embedded in context containing a subject noun and a verb that were weakly related to the target than when either content word was replaced with a more neutral word. These results were not affected by changes in the syntactic relations between the content words. In Exp 2, the semantic relations between the message-level representation of the sentence and the target word were altered whereas the lexical content was held constant. Fixation time on the target word was shorter when the context was semantically related to the target word than when it was unrelated. Intralexical priming effects between the subject noun and the verb were also observed. Results suggest that both lexical and message-level representations can influence the access of an individual lexical item in a sentence context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of foveal priming and extrafoveal preview on object identification.

The results of three different experiments suggested that the relation between an object in the fovea on fixation n and an object subsequently brought into the fovea on fixation n ?+?1 affects the time to identify the second object. In Experiment 1 we extended previous work by demonstrating that a previously seen related priming object speeded the time to name a target object even when a saccade intervened between the two objects. In Experiment 2 we replicated this result and further showed that the benefit on naming time was due to facilitation from the related object rather than inhibition from the unrelated object. In addition, naming of the target object was much slower in both experiments when there was not a peripheral preview of the target object on fixation n. However, because the effect of the foveal priming object was greater when the target was not present than when it was present, priming did not appear to make extraction of the extrafoveal information more efficient. In Experiment 3, fixation times were recorded while subjects looked at four objects in order to identify them. Fixation time on an object was shorter when a related object was fixated immediately before it, even though the four objects did not form a scene. The size of the facilitation was roughly comparable to that in several analogous experiments where scenes were used. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Inquiry into the Spontaneous Transfer of Problem-Solving Skill

Problem solving, by definition, involves achieving new understanding in unfamiliar contexts, and is critical to all aspects of life, especially in the educational and scientific arenas. Students learn from many experiences to develop a repertoire of abilities, including the use of logic, which enable them to spontaneously transfer their problem-solving skill to unfamiliar situations. The purpose of this study is to explore the minimum conditions necessary to facilitate the spontaneous transfer of problem solving skill in an unfamiliar context. One hundred and seventy-five subjects were presented with logically identical problems based on the Wason selection task, which differed only in the degree to which a familiar schema could be invoked to help solve the problem. In the pretest stage, only 10.5% of subjects could solve the selection problem in an unfamiliar context, whereas 57.3% could solve it in one that was familiar. The effect of three interventions, prior exposure to a familiar scenario, repeat opportunities on like problems, and process-oriented feedback, on selection task performance in an unfamiliar context was assessed in a posttest stage. Overall, none of the interventions were effective, indicating that the minimum threshold for spontaneous transfer may be above the level of intervention included in this study. Schema theory, implications for instruction, and directions for future research are discussed. Copyright 1997Academic Press     

Analogical transfer from a simulated physical system.

Previous research has consistently found that spontaneous analogical transfer is strongly tied to concrete and contextual similarities between the cases. However, that work has largely failed to acknowledge that the relevant factor in transfer is the similarity between individuals' mental representations of the situations rather than the overt similarities between the cases themselves. Across several studies, we found that participants were able to transfer strategies learned from a perceptually concrete simulation of a physical system to a task with very dissimilar content and appearance. This transfer was reflected in better performance on the transfer task when its underlying dynamics were consistent rather than inconsistent with the preceding training task. Our data indicate that transfer in these tasks relies on the perceptual and spatial nature of the training task but does not depend on direct interaction with the system, with participants performing equally well after simply observing the concrete simulation. We argue that participants generated a spatial, dynamic, and force-based mental model while interacting with the training simulation and tended to spontaneously interpret the transfer task according to this primed model. Unexpectedly, our data consistently show that transfer was independent of reported recognition of the analogy between tasks: Although such recognition was associated with better overall performance, it was not associated with better transfer (in terms of applying an appropriate strategy). Together, these findings suggest that analogical transfer between overtly dissimilar cases may be much more common—and much more relevant to our cognitive processing—than is generally assumed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Analogical reasoning in a capuchin monkey (Cebus apella).

Previous evidence has suggested that analogical reasoning (recognizing similarities among object relations when the objects themselves are dissimilar) is limited to humans and apes. This study investigated whether capuchin monkeys (Cebus apella) can use analogical reasoning to solve a 3-dimensional search task. The task involved hiding a food item under 1 of 2 or 3 plastic cups of different sizes and then allowing subjects to search for food hidden under the cup of analogous size in their own set of cups. Four monkeys were exposed to a series of relational matching tasks. If subjects reached criterion on these tasks, they were exposed to relational transfer tasks involving novel stimuli. Three of the monkeys failed to reach criterion on the basic relational matching tasks and therefore were not tested further. One monkey, however, revealed above-chance performance on a series of transfer tasks with 3 novel stimuli. This evidence suggests that contrary to previous arguments, a member of a New World monkey species can solve an analogical problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The generation effect is no artifact: Generating makes words distinctive.

The generation effect occurs if people remember items they complete from fragments better than complete items they read. Four experiments investigate two questions. When does the effect occur, and why does it do so? Targets generated in related contexts are recognized better than read targets, and they are recalled better with the contexts as cues; the contexts are recognized equally well, and the relation between the context and target is not enhanced by generation. Furthermore, generated items exceed items read in pure lists even when read ones from the mixed list are no worse than the controls. The generation effect is real; it is not an artifact. However, there is nothing special about generation. Generating is a type of encoding, and like any other type of encoding, its effects are maximal on tests that require subjects to do again whatever they did at study. Generating makes targets distinctive by contrasting them with other relatives of the context, and, as a result, the targets enjoy benefits in later discriminations within their family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surface similarity and relational similarity in the development of analogical problem solving: Isomorphic and nonisomorphic transfer.

Surface and relational similarity were examined in 2 experiments involving isomorphic and nonisomorphic analogical transfer. Each study included a direct-mapping condition, in which surface features of the base mapped directly to surface features in the target, and a cross-mapping condition, in which surface features of the base and target were reversed. Exp 1 involved transfer between analogs of the missionaries-cannibals (MC) problem among kindergarten, 3rd-grade, and 6th-grade children. The 3rd and 6th graders in the cross-mapping condition exhibited mappings based on relational similarity significantly more frequently than the kindergartners. Exp 2 examined performance of 4- to 6-yr-olds vs 6- to 8-yr-olds in nonisomorphic transfer between jealous husbands and MC problems. In the cross-mapping condition, most children exhibited mappings based on surface similarity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The sparing is far from spurious: Reevaluating within-trial contingency effects in the attentional blink.

The attentional blink is the marked deficit in awareness of a 2nd target (T2) when it is presented shortly after the 1st target (T1) in a stream of distractors. When the distractors between T1 and T2 are replaced by even more targets, the attentional blink is reduced or absent, indicating that the attentional blink results from online selection mechanisms that act in response to distracting input rather than being the result of T1-induced cognitive resource depletion. However, Dell'Acqua, Jolicoeur, Luria, and Pluchino (2009) recently contended that an attentional blink is found in the multiple-target case as long as the appropriate trial context and analyses are used, thus reinstating resource-based explanations of the attentional blink and challenging the selection account. Specifically, an attentional blink reemerges when target performance is analyzed contingent on previous target accuracy. We argue on theoretical and empirical grounds that neither the trial context nor the type of analysis poses a serious problem for selection accounts. We show that the attentional blink and previous target contingency effects can be dissociated, with the latter depending more on low-level, short-range competition. We conclude that selection mechanisms involved in filtering for targets still provide a strong and coherent explanation of the attentional blink. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Generalization of therapeutic changes in agoraphobia: The role of perceived self-efficacy.

Investigated the extent and mechanisms of therapeutic generalization across distinct areas of agoraphobic dysfunction. Twenty-seven severe agoraphobics were each given performance-based treatment for some phobic areas while leaving their other phobias untreated. Behavioral tests revealed that (a) the treated phobias improved significantly more than the untreated (transfer) phobias, (b) the transfer phobias improved significantly more than control phobias, and (c) the transfer benefits were highly variable within and between subjects. Analyses of possible cognitive mechanisms revealed that perceived self-efficacy accurately predicted treatment and transfer effects even when alternative factors such as previous behavior, anticipated anxiety, anticipated panic, perceived danger, and subjective anxiety were held constant. In contrast, these alternative factors lost most or all predictive value when self-efficacy was held constant. Agoraphobia thus appears to be neither a unitary entity nor a mere collection of independent phobias, but a complexly patterned problem governed largely by self-perceptions of coping efficacy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)