Inducing Mathematical Concepts from Specific Examples: The Role of Schema-Level Variation

Abstract

Previous research suggests that comparing multiple specific examples of a general concept can promote knowledge transfer. The present study investigated whether this approach could be made more effective by systematic variation in the semantic content of the specific examples. Participants received instruction in a mathematical concept in the context of several examples, which instantiated either a single semantic schema (non-varied condition) or two different schemas (varied condition). Schema-level variation during instruction led to better knowledge transfer, as predicted. However, this advantage was limited to participants with relatively high performance before instruction. Variation also improved participants’ ability to describe the target concept in abstract terms. Surprisingly, however, this ability was not associated with successful knowledge transfer.


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