The transfer of abstract principles governing complex adaptive systems.

By Robert L. Goldstone, Yasuaki Sakamoto. Cognitive Psychology, 2003

327 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Ecological Modeling, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/64b418938539359833f1172a9614316397c9b8f9

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Citations in the corpus

The Transfer of Scientific Principles Using Concrete and Idealized Simulations (2005, background): “Consistent with this, Goldstone and Sakamoto (2003) explored factors that facilitate the transfer of an abstract scientific principle from one domain toanother.”
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks (2010, background): “This is because perceptually rich information or concrete word problem situations may focus students’ attention to non-relevant or surface information thus distracting students from the underlying ideas ( Goldstone & Sakamoto, 2003 ; Kaminiski, Sloutsky, & Heckler, 2006 ).”
Should you show me the money? Concrete objects both hurt and help performance on mathematics problems (2009, background): “…few studies that have touched on this issue suggest that perceptually rich concrete materials may discourage students from making such connections (Goldstone & Sakamoto, 2003; Sloutsky et al., 2005); however, it is still an open question because none of the studies to date have examined the…”
Extraneous perceptual information interferes with children's acquisition of mathematical knowledge (2013, background): “There is also evidence that perceptually rich learning formats can hinder transfer of the nonmathematical relations (Goldstone & Sakamoto, 2003) as well as problem solving (McNeil, Uttal, Jarvin, & Sternberg, 2009).”
Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. (2007, background): “109 Goldstone and Sakamoto (2003); Kaminiski, Sloutsky, and Heckler (2005).”
Dual Representation and the Linking of Concrete and Symbolic Representations (2009, background): “For example, Goldstone and Sakamoto (2003) asked students to learn mathematical or scientific principles from either highly realistic displays or more abstract scenarios.”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “This study as well as others (Gaschler et al. 2013; Goldstone and Sakamoto 2003) show that the environment does not only allow for offloading, but that efficient problem-solving evolves over time during interaction with the environment, and is dependent on how the agent learns to effectively negotia”
Facilitating Flexible Problem Solving: A Cognitive Load Perspective (2010, background): “…Erasmus University Rotterdam, Rotterdam, The Netherlands e-mail: paas@fsw.eur.nl only narrow training for specific routine skills may not be sufficient for developing students' abilities to face new problems in efficient ways (Bransford and Schwartz 1999; Goldstone and Sakamoto 2003; Marton 2006).”
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011, unknown): “Holyoak, 1989; Harp & Mayer, 1998; Kaminski, Sloutsky, & Heckler, 2008), whereas others favor concrete instances to connect to prior knowledge (Goldstone & Sakamoto, 2003; McNeil, Uttal, Jarvin, & Sternberg, 2009).”
Understanding Complex Systems: Some Core Challenges (2006, background): “Therearesomedeepprinciples thatunderliemanycomplexsystems, some of which Jacobson and Wilensky (this issue) discussed, such as structurebehavior-function (SBF) and emergence (see Goldstone & Sakamoto, 2003, for others).”
Fish Swim, Rocks Sit, and Lungs Breathe: Expert-Novice Understanding of Complex Systems (2007, background): “Goldstone and Sakamoto (2003) provided a number of other examples as they showed that people can transfer complex systems principles across domains.”
Transfer of Mathematical Knowledge: The Portability of Generic Instantiations (2009, background): “Superficial features of an instantiation may also compete with relational structure for attention (Goldstone & Sakamoto, 2003), possibly making the detection of relations more difficult than it would be in an abstract, generic format.”
Promoting attitude change and expressed willingness to take action toward climate change in college students (2012, unknown): “interactive nature ( Goldstone and Sakamoto 2003 ).”
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “Moreover, the most promising circumstance for detect—high surface similarity—may favor superficial rather than deep connections, because there is less press to construct an abstract relationship between the source and target situations (Byrge & Goldstone, 2011 ; Day, Goldstone & Hills, 2010 ; Gold”