Abstract

This study performed three experiments to investigate transfer conditions of the analogical problem solving. Experiment 1 and 2 employed the inter-domain transfer problems; however, the number of analogous base stories was either one or two respectively, Experiment 3 used word arithmetic problems. The primary purposes of the study were to empirically demonstrate the analogical transfer of problem solving and to examine the effect of conceptual understanding on the analogical transfer. The results obtained could be summarized as follows. (i) The baseline level of spontaneous transfer, which implied spontaneous noticing, was about 8%, either with or without exposure to the base problem. (ii) the relevancy of response structure of the base to the target problem determined the direction of analogical transfer in problem solving. (iii) the ensuring of the original learning was prerequisite for transfer to occur. That is, unless certain sufficient level of the original learning of the base problem achieved, the potential transfer could not be obtained. (iv) Giving hint either at the initial attempt to solve the transfer problem or after completing the initial effort did not differ in transfer effect. And (v), finally, the verbal direction to summarize the base task facilitated the positive transfer compared to the simple recall processing. However, the diagram showing the solution structure or the elaborateness of model solution of the base problem was not necessarily useful in helping the analogical transfer.