The importance of understanding: Model space moderates goal specificity effects. Issue 6 (June 2016)

• Record Type: Journal Article
• Authors: Kistner, Saskia; Burns, Bruce D.; Vollmeyer, Regina; Kortenkamp, Ulrich
• Is Part Of: Quarterly journal of experimental psychology. Volume 69:Issue 6(2016)
• Page Start: 1179
• Page End: 1196
• Publication Date: 2016-06
• Subjects: Goal specificity -- Problem solving -- Three-space theory -- Scientific discovery learning; Psychology, Experimental -- Periodicals; Psychophysiology -- Periodicals; Psychology, Comparative -- Periodicals; 150.72405
• DOI: 10.1080/17470218.2015.1076865
• Languages: English
• ISSNs: 1747-0218

Abstract

The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.