Abstract
A total of 315 students (age 17–19 years old) of a vocational college in Singapore participated in a study to find out the effectiveness of multiple source representations of emotions in analogical problem solving. Four experiments were designed with multiple source representations: In experiment 1, the participants read a story (source analogue) and solved a social interaction problem; in experiment 2, a video; in experiment 3, a video with scaffold annotations and in experiment 4, a script and a video. In each experiment, two conditions were used: with cue to the source analogue and without cue to it. In each condition, there were 35 participants. A group of participants (n = 35) who did not expose to the source analogue served as the control group. The performance of analogical problem solving of the participants was measured in three ways: selection of appropriate solutions, identifying reasons for the selected solutions and articulating surface similar vocabulary. The participants scored significantly higher in the cue condition than in the without cue or control condition. When emotions were represented using video with annotations, there was significant improvement in scores of performance in all aspects. The findings suggest the essentiality to choose and use creative and effective designs of multimodal source analogue presentations in analogical problem solving.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370.
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), 230–237.
Casakin, H., & Goldschmidt, G. (1999). Expertise and the use of visual analogy: Implications for design education. Design Studies, 20, 153–175.
Catrambone, R., Craig, D. L., & Nersessian, N. J. (2006). The role of perceptually represented structure in analogical problem solving. Memory & Cognition, 34(5), 1126–1132.
Chen, Z. (2003). Worth one thousand words: Children’s use of pictures in analogical problem solving. Journal of Cognition and Development, 4(4), 415–434.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 71, 64–73.
Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306–355.
Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogy transfer. Cognitive Psychology, 15, 1–38.
Goh, M. S., Tan, A. G., & Choy, W. (2011a). The influences of source representation of emotional expressions on analogical problem solving. Paper presented at the meeting of World Conference on Learning, Teaching and Administration, Istanbul, Turkey.
Goh, M. S., Tan, A. G., & Choy, W. (2011b). The use of video-source in analogical problem solving in two experimental studies. Paper presented at the meeting of the World Conference on Learning, Teaching and Administration, Istanbul, Turkey.
Hoffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722–738.
Markman, A. B., Taylor, E., & Gentner, D. (2007). Auditory presentation leads to better analogical retrieval than written presentation. Psychonomic Bulletin & Review, 14(6), 1101–1106.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.
Mayer, R. E., & Anderson, R. B. (1991). Animations need narration: An experimental test of a dual-code hypothesis. Journal of Education & Psychology, 83(4), 484–490.
Paivio, A. (1991). Dual coding theory. Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
Pedone, R., Hummel, J. E., & Holyoak, K. (2001). The use of diagrams in analogical problem solving. Memory & Cognition, 29(2), 214–221.
Podolefsky, N. S., & Finkelstein, N. D. (2007). Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies. Physics Education Research, 3(020104), 1–16.
Schank, R. C. (1980). Language and memory. Cognitive Science, 4, 243–284.
Sternberg, G., Radeborg, K., & Hedman, L. R. (1995). The picture superiority effect in cross-modality recognition task. Memory & Cognition, 23(4), 425–441.
Tan, A. G. (2011, October). Creativity for constructive growth: A synthesized paradigm for positivity and care afetr Jpana-311 incidents. Paper presented at the meeting of the Japan Creativity Socitenty, Tokyo, Japan.
Tan, A. G., & Goh, M. S. (2011, October). Creativity and analogy in constructing life. Paper presented at the meeting of the Japan Creativity Society, Tokyo, Japan.
Thompson, L., Gentner, D., & Loewenstein, J. (2000). Avoiding missed opportunities in managerial life: Analogical training more powerful than individual case training. Organisational Behavioural and Human Decision Processes, 82(1), 60–75.
Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35(2), 151–175.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Goh, MS., Tan, AG., Choy, W. (2013). Effects of Video Source Presentation and Cue Retrieval on Analogical Problem Solving. In: Tan, AG. (eds) Creativity, Talent and Excellence. Springer, Singapore. https://doi.org/10.1007/978-981-4021-93-7_15
Download citation
DOI: https://doi.org/10.1007/978-981-4021-93-7_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4021-92-0
Online ISBN: 978-981-4021-93-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)