Abstract
One of the “classical” ways of learning consists of studying examples of already solved problems. In two experiments, we analyzed the degree of abstraction of the knowledge used by ninth grade students to solve algebra problems after studying worked examples. The results showed that there are two processes underlying reasoning by analogy, one that uses abstract knowledge and another that involves case-based reasoning. Both experiments pointed out interindividual differences in the population under study: when given examples, some subjects seem to extract the structure of the solving process by comparing the worked examples, while others focus more on the specifics of each example. To these two processes correspond two levels of transfer: correctly solve problems that have the same structure as the examples, regardless of how similar they are, or be better at solving problems that resemble the examples the most. Experiment 2 used a dual-task paradigm to show that some subjects implement both processes, in which case the mental load is greater. This experiment also showed that both processes can lead to the long-term acquisition of the principles behind the examples.
Résumé
L’un des moyens “classiques” d’apprentissage consiste à étudier des exemples de problèmes déjà résolus. Deux expériences sont présentées, qui analysent le degré d’abstraction des connaissances utilisées par des éléves de troisième pour résoudre des problèmes de calcul algébrique, après l’étude de corrigés-types. Les résltats apportent des éléments montrant l’existence de deux processus de raisonnement par analogie: un processus passant par l’utilisation d’une connaissance abstraite et un processus de raisonnement à partir de cas. Les deux expériences mettent en évidence des différences inter-individuelles parmi la population étudiée: face aux exemples, certains sujets semblent en extraire la structure de résolution en comparant les corrigés, d’autres se centrent plus sur la spécificité de chaque exemple. A ces deux types d’activités correspondent deux gradients de transfert: réussir des problèmes partageant la même structure que les exemples quelle qu’en soit leur proximité, ou mieux réussir les problèmes les plus proches de ces exemples. L’expérience 2 montre à l’aide d’un paradigme de double tâche que certains sujets peuvent avoir recours au deux processus, la charge mentale requise étant alors plus importante. De plus cette expérience montre que l’une et l’autre processus peuvent permenttre d’acquérir à plus long terme les principes en jeu dans les exemples.
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Didierjean, A., Cauzinille-Marmèche, E. Reasoning by analogy: Is it schema-mediated or case-based?. Eur J Psychol Educ 13, 385–398 (1998). https://doi.org/10.1007/BF03172952
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DOI: https://doi.org/10.1007/BF03172952