title: Not taking the easy road: When similarity hurts learning.
abstract: Two experimental studies examined the effects of example format and example similarity on mathematical problem solving across different learning contexts. Participants were more successful inducing a correct problem-solving rule when they were provided with annotated examples rather than nonannotated examples. The effects of example similarity varied depending on learning context. In Experiment 1, by presenting an example and problem simultaneously, a direct comparison was possible between the cases. When the examples were similar, participants relied on superficial analogies that hurt learning. When an example was dissimilar from the given problem, participants appeared to study the example first to induce a solution procedure and then apply the rule to the problem, thus resulting in better learning and transfer. However, in Experiment 2 where the example and problem were presented in a sequential manner, the effect disappeared because the learning context did not support a direct comparison. We conclude that comparison is not inherently good for promoting learning and transfer, rather its effect depends on whether it supports relational mapping that is essential for schema acquisition.
authors.affiliation: Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea, hslee00@yonsei.ac.kr.
authors.forename: Hee Seung
authors.initials: HS
authors.lastname: Lee
authors.forename: Shawn
authors.initials: S
authors.lastname: Betts
authors.forename: John R
authors.initials: JR
authors.lastname: Anderson
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D055641:Mathematical Concepts; D011340:Problem Solving / Q000502:physiology*; D055815:Young Adult