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The purpose of this project was to develop new information and analyses that would contribute to development of a systematic understanding of cognitive structure, including its acquisition and utilization during problem solving. Experimental and theoretical work was done on three specific problems. (1) Studies of individual differences and effects of instructional variables in learning certain probability concepts have been conducted, giving information about aptitude x treatment interaction and about the effects of instructional procedure on structural outcomes of learning. (2) Analyses of performance in a transportations problem indicated that the cognitive process of solving the problem is considerably simpler than the external structure of the problem, and gives considerable doubt to prospects for inferring cognitive process directly from overt responses in problem solving. (3) Observarion of subjects' acceptance and rejection of conclusions showed that a previously noticed tendency toward induction of class membership is very general, and also led to a new hypothesis about the psychological rule of inference that corresponds to logical implication. (Author)

The study concerned (1) identifying component processes of discovery and rule learning; (2) describing differences in learning outcomes produced by the two instructional methods, and; (3) optimizing learning. It was believed that understanding the effects of aptitude, instructional methods, and their interaction is important in the study of learning and problem solving. Two experiments were performed to investigate the effects of aptitude and instructional methods on learning concepts of probability. The two methods were learning by discovery and learning by rule versions of programmed instruction. Results supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition, subject scoring low on tests of relevant abilities performed better by every measure when instructed by the rule method. The data indicates that the result of learning by discovery is a well integrated cognitive structure because subjects can solve problems that require relating principles previously learned. (BW)

Although partially specified goals are sometimes thought to result from the uncertainties of ill-structured problems, analysis of human problem solving shows that indefinite goals are used in solving problems that are otherwise well structured. The example studied is taken from plane geometry and involves proving that two triangles are congruent. (Editor)

Earlier Analyses are shown to involve special cases of the equations developed here; also that a general four-state chain has the same parameter space as an all-or-none model if and only if its representation with an observable absorbing state is lumpable into a Markov chain with three states. (Author/GS)

Several skills important to successful learning by discovery were found to be less essential to successful learning by rule. Results also supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition of new structure. (Authors)

Dans les recherches sur l’apprentissage (sciences de l’apprentissage), l’investigation scientifique traite souvent la formation d’hypothèses et leur évaluation dans une sorte de processus dialectique. Nous pensons que pour mieux comprendre cette investigation il est important, au contraire, de se concentrer sur leur interaction, au lieu de les séparer comme cela a été le cas dans le passé dans certains travaux (par exemple la distinction que fait Popper (1959) entre le contexte de la découver...

Ce livre s’inscrit dans la dynamique d’un projet de construction d’une instrumentation en sciences humaines et sociales dans le domaine de l’éducation. Il est né de la réflexion menée dans le cadre du projet Vidéos de situations d’enseignement et d’apprentissage, qui a pour objectif de développer un réseau de recherche autour d’une base de données d’enregistrements vidéographiques en lien étroit avec la vie de la communauté scientifique. Ce projet a rapidement soulevé des questions théoriques et méthodologiques très importantes comme la nature des données vidéo et leur lien avec les textes, la diversité des courants théoriques, leurs spécificités et leur complémentarité, le développement de méthodologies de constitution et d’analyse de corpus. Les premiers chapitres du présent ouvrage présentent trois courants de recherche relatifs à la manière dont chacun articule un point de vue théorique et des choix méthodologiques d’analyse des enregistrements vidéo. Puis viennent deux chapitres qui traitent des méthodologies de constitution et d’analyse de corpus vidéo. Un chapitre est dédié à l’instrument ViSA, les étapes de sa création, les principaux choix techniques et organisationnels. Enfin, le dernier chapitre dévoile l’important travail réflexif engagé par la communauté de chercheurs sur ses propres pratiques de recherche, dans une perspective interdisciplinaire. Cet ouvrage ouvre des perspectives épistémologique, méthodologique, réflexive sur l’instrumentation et l’analyse de corpus.