TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Goal specificity effets on hypothesis testing in problem solving
Y1  - 2002
SN  - 0272-4987
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Modeling the opponent facilitates adverserial problem solving
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Modeling the adversary and success in competition
Y1  - 1998
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Goals and problem solving : learning as search of three spaces
Y1  - 1996
ER  - 
TY  - JOUR
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
T1  - Problem solving : phenomena in search of a thesis
Y1  - 2000
SN  - 0-8058-3879-1
ER  - 
TY  - JOUR
A1  - Kistner, Saskia
A1  - Burns, Bruce D.
A1  - Vollmeyer, Regina
A1  - Kortenkamp, Ulrich
T1  - The importance of understanding: Model space moderates goal specificity effects
JF  - The quarterly journal of experimental psychology
N2  - The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.
KW  - Goal specificity
KW  - Problem solving
KW  - Three-space theory
KW  - Scientific discovery learning
Y1  - 2016
U6  - https://doi.org/10.1080/17470218.2015.1076865
SN  - 1747-0218
SN  - 1747-0226
VL  - 69
SP  - 1179
EP  - 1196
PB  - Optical Society of America
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Kistner, Saskia
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Kortenkamp, Ulrich
T1  - Model development in scientific discovery learning with a computer-based physics task
JF  - Computers in human behavior
N2  - Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students’ use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.
KW  - Scientific discovery learning
KW  - Multiple problem spaces
KW  - Computer simulations
KW  - Physics concepts
KW  - Misconceptions
KW  - Conceptual change
Y1  - 2016
U6  - https://doi.org/10.1016/j.chb.2016.02.041
SN  - 0747-5632
SN  - 1873-7692
VL  - 59
SP  - 446
EP  - 455
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Rheinberg, Falko
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Motivation and self-regulated learning
Y1  - 2000
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Does hypothesis-instruction improve learning
Y1  - 1995
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Hypotheseninstruktion und Zielspezifität : Bedingungen, die das Erlernen und Kontrollieren eines komplexen Systems beeinflussen
Y1  - 1996
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Goal specificity and learning with a hypermedia program
Y1  - 2002
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
T1  - Problemlösen und Hypothesentesten
Y1  - 1999
SN  - 3-8244-4327-9
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Bruce, R.
T1  - Die Wirkung von Zielspezifität und Hypothesentesten auf das Lernen einer Problemlöseaufgabe
Y1  - 1995
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Holyoak, Keith J.
T1  - The impact of goal on strategy use and the acquisition of problem structure
Y1  - 1996
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Rheinberg, Falko
T1  - Goal-specifity and learning with multimedia program
Y1  - 2000
SN  - 0-8058-3879-1
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Burns, Bruce D.
A1  - Rheinberg, Falko
T1  - Zielspezifität, Strategien und Motivation
Y1  - 1999
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Holyoak, Keith J.
A1  - Burns, Bruce D.
T1  - Goal specificity in hypothesis testing and problem solving
Y1  - 1994
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
A1  - Burns, Bruce D.
T1  - Motivational patterns during hypermedia learning
Y1  - 2002
ER  - 
TY  - JOUR
A1  - Vollmeyer, Regina
A1  - Rheinberg, Falko
A1  - Burns, Bruce D.
T1  - Goals, strategies, and motivation
Y1  - 1998
ER  -