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Understanding problem solving and methods for learning is a main goal of cognitive science. Analogical reasoning simplifies problem solving by transferring previously learned knowledge from a source problem to the current target problem in order to reduce search. To provide a more detailed analysis of the mechanisms of transfer, w e describe a process called internal analogy that transfers experience from a completed subgoal in the same problem to solve the current target subgoal. W e explain what constitutes an appropriate source problem and what knowledge to transfer from that source, in addition to examining the associated memory organization. Unlike case-based reasoning methods, this process does not require large amounts of accumulated experience before it is effective; it provides useful search control at the outset of problem solving. Data from a study of subjects solving DC-circuit problems designed to facilitate transfer supports the psychological validity of the mechanism.

The effect of equations in scientific proofs on readers' comprehension was studied. Forty college undergraduates solved unfamiliar physics problems with or without a traditional series of related equations. Verbal proofs produced better responses than did equation-based proofs. Equations in proofs cause readers to shift attention away from nonequational content. (SLD)

Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal and nonformal instruction, quality control, efficiency, suggested investigations, and instructional implications are discussed. (KR)

Effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Results suggest that the usual proof-first structure is more difficult than a principle-first structure and results in less complete text representation. (SLD)

Larkin and Simon's (1987) analysis of how graphical representations support task performance is applied to designing graphical displays that streamline information-processing tasks. Theoretically this streamlining is done by designing external data structures that (a) allow users to substitute less effortful visual operators for more effortful logical operators, and (b) reduce search for needed information.A design program called BOZ is used to produce four alternative displays of airline schedule information to support a task of making airline reservations. W e postulate several procedures that use visual operators to perform the task using the different graphics. The number of times each operator is executed provides one measure of task difficulty (for a procedure and graphic). A second measure is the difficulty of executing each operator. Seven subjects performed the airiine reservation task using each of the four graphics. Response times for the different graphics differ by a factor of two, which is statistically highly significant. Detailed data analyses suggest that these differences arise through substitution of visual operators for logical ones and through the use of visual cues that help reduce search. These analyses provide quantitative estimates of the time saved through operator substitutions.

Describes information-processing research, showing how computer models are used to explain thinking and how information processing approaches can be used systematically. Clarifies why students find factor-label method so difficult to master and discusses guidelines and suggestions for using information-processing ideas. (JM)

Indicates that both novices and experts considered (1) definitions more important than facts, though novices applied this rule more strongly, and (2) information high in the passage hierarchy more important than lower level information. Finds that hierarchical level has a greater effect on the perceived importance of definition than facts. (JD)

Discusses ways in which to help students solve problems effectively. On the basis of her observations of novice and expert problem solvers, the author suggests teaching the processes used by the experts directly to the students. (SA)

Describes a systematic study of skills for solving problems in basic physics. Also discusses how detailed observations of individuals were used to formulate models for problem-solving processes in mechanics and applications for teaching basic college physics or engineering courses. (HM)

Describes the utility of process models for summarizing human-computer interaction action sequences. Explanation of user's thoughts and actions; Use of the behavior summaries for interface design; Presentation of a computer-supported methodology for developing the models as summaries of sequential data.