In a classic study in the area of problem solving, Katona (1940) compared the effectiveness of two methods of instruction. One group of participants was shown the exact, step-by-step procedure for solving a problem and was required to memorize the solution. Participants in a second group were encouraged to study the problem and find the solution on their own. They were given helpful hints and clues, but the exact solution was never explained. The study included the problem in the following figure showing a pattern of five squares made of matchsticks. The problem is to change the pattern into exactly four squares by moving only three matches. (All matches must be used, none can be removed, and all the squares must be the same size.) After three weeks, both groups returned to be tested again. The two groups did equally well on the matchstick problem they had learned earlier. But when they were given new problems (similar to the matchstick problem), the memorization group had much lower scores than the group who explored and found the solution on their own. The following data demonstrate this result. Memorize Solution Explore to Find Solution n = 8 M = 10.50 SS = 108 n = 8 M = 6.16 SS = 116 Is there a significant difference in performance on new problems for these two groups? Use a two-tailed test with α = .05. t–critical = ± t = Fail to reject the null hypothesis; there is a significant difference. Reject the null hypothesis; there is a significant difference. Reject the null hypothesis; there is no significant difference. Fail to reject the null hypothesis; there is no significant difference. t Distribution Degrees of Freedom = 21 -3.0-2.0-1.00.01.02.03.0x Construct a 90% confidence interval to estimate the size of the mean difference. 0.818 to 7.862 2.579 to 6.101 2.340 to 6.340 0.340 to 8.340

MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

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10. Gravetter/Wallnau/Forzano, - Chapter 10 - End-of-chapter question 15

In a classic study in the area of problem solving, Katona (1940) compared the effectiveness of two methods of instruction. One group of participants was shown the exact, step-by-step procedure for solving a problem and was required to memorize the solution. Participants in a second group were encouraged to study the problem and find the solution on their own. They were given helpful hints and clues, but the exact solution was never explained. The study included the problem in the following figure showing a pattern of five squares made of matchsticks.

The problem is to change the pattern into exactly four squares by moving only three matches. (All matches must be used, none can be removed, and all the squares must be the same size.) After three weeks, both groups returned to be tested again. The two groups did equally well on the matchstick problem they had learned earlier. But when they were given new problems (similar to the matchstick problem), the memorization group had much lower scores than the group who explored and found the solution on their own. The following data demonstrate this result.