Problem Solving and Prior Learning
THIS STUDY was concerned with how learning to solve problems depends on prior learning. In ex ploring a related problem, Scandura (12, 13) found evidence which suggests that mere presentation of subordinate material is not always sufficient to in sure subsequent learning when the terms (i. e. sym bols and words), denoting the subordinate notions, are used to describe the higher order material. The implications of this observation, if borne out expe rimentally, could be substantial. Thus, rapidly covering preliminary material, so as to get to the main topic more quickly, may in the long run defeat its own purpose. Of course, good teachers have long recognized that when material is introduced determines to a large extent how well it is learned. Nonetheless, to the author's knowledge, there are no published ex perimental studies which bear directly on the pres ent problem. This does not mean that related ques tions have gone unnoticed. Kersh (10) reviewed some earlier studies (4, 16) which were concerned with the effects of familiar and unfamiliar settings on problem solving in arithmetic. These studies were, in effect, concerned with relations hips be tween superordinate material (the problems) and pre requisites, but the results were necessarily in the form of R-R laws. No attempt was made to manip ulate familiarity. The recent work of Gagne et al. (6, 7, 8, 9) and Ausubel et al. (1, 2, 3) was also re lated to this research in t h at their concern was with the relationships between subordinate and su perordinate learning. Gagne, however, was con cerned with analyzing complex cognitive skills into component skills which were more readily taught and not with the presentation of continuous discourse in terms of subordinate associations, concepts, and principles. Ausubel dealt with the effects of ' ' ad vance organizers", which consist of general intro ductory material on later learning, but not with the situation described. The purpose of this experiment was to determine the effects on the learning, transfer, and retention of problem solving skills of practice at both the pre requisite and criterion levels in a learning hierarchy. METHOD