IF EVERYTHING IS TOPSY-TURVY, I FEEL AT H OME - TOLERANCE OF AMBIGUITY AND TRANSFER

It was investigated to what extent the effects of different instructio nal conditions are a function of the subjects tolerance of ambiguity. 60 economics students from a vocational school learned by exploring a computer-based simulation of a company. In a 2 x 2 factorial design, t he learning context (uniform vs. multiple) and the additional instruct ional support (unguided vs. guided problem solving) were varied. With respect to both near and far transfer, learners in the conditions mult iple/guided and uniform/unguided were most successful. However, especi ally in the case of heat transfer this effect mainly resulted from the fact that subjects with high tolerance of ambiguity profited most fro m these two learning conditions. Theoretical and practical consequence s are drawn.