PROBLEM-SPECIFIC INFORMATION AND THE DEVELOPMENT OF PROBLEM-TYPE SCHEMATA

The proposition that problem-type schemata include both problem-specif ic and abstract information was examined. Recognition priming was used to capture schema acquisition as it evolves in analogical problem sol ving. Priming was used to show that Ss form associations in memory bet ween problem-specific sentences drawn from analogous problems. In Expe riment 1, Ss formed such associations but only when analogical transfe r was facilitated. In Experiment 2, Ss formed associations only among sentences that related to abstract problem information. In Experiment 3, Ss did not form associations among sentences that interfered with a ccess to abstract information during transfer. In Experiment 4, Ss acc essed problem-specific sentences in problem-type schemata when given n ew problems of the same type. The results suggest that problem solvers retain problem-specific information in schemata because the informati on affords access to abstract information during transfer. Results are discussed in terms of a conservative generalization model of schema a cquisition that emphasizes the importance of problem-specific informat ion in problem solving.