Combatiendo el conocimiento inerte: el rol de la abstracción en la recuperación de situaciones análogas

MAXIMO TRENCH

Montevideo

Congreso; 2nd Uruguayan Congress of Cognitive Science; 2021

Sociedad Uruguaya de Ciencias Cognitivas y del Comportamiento

The possibility of applying learning to contentsand in contexts different from those of the initial learning constitutes acentral goal of education. However, a wealth of empirical results demonstratethat analogous situations are seldom retrieved in the lack of surface overlapwith the target.             Eventhough traditional results show that inducing an abstract representation of asituation augments its probabilities of being spontaneously retrieved during asubsequent encounter with a superficially-dissimilar but analogous situation,from the assumptions of dominant computer models of analogical retrieval itfollows that the advantage of generating abstract representations should alsoapply to elaborations of the target situation at retrieval time (The late abstraction principle, Gentner etal., 2009). This possibility opens a window for the flexible use of learningcontents that, as is the case in both educational and real-life environments,were not encoded with a stress on their structural features.            Basedon prior evidence that generating perceptually-lean representations of aparticular instantiation of a biological principle augments the probabilitiesof recognizing a cross-domain analog as a further instance of the learnedprinciple, me and my colleagues obtained evidence that constructing a perceptually-leanrepresentation of a task-completion problem increases the transfer of correctsolutions from seemingly unrelated algebra topic (a collision problem),compared to constructing either concrete simulations or no simulations. Asubsequent experiment confirmed that these results were based on an advantage ofidealized representations for accessing the superficially dissimilar analogencoded during the first phase of the procedure, and not merely on theiradvantage for understanding the target problem in its own terms. This targetidealization strategy has broader applicability than prior interventions basedon the late abstraction principle, because it can be autonomously implementedby learners both within and outside of educational environments. @font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536859905 -1073697537 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0cm;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:EN-US;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:EN-US;}div.WordSection1{page:WordSection1;}