To investigate the interaction of new information with deeply entrenched knowledge, we introduced participants to hyperbolic geometry, a form of non-Euclidean geometry. We trained participants through two different but mathematically equivalent forms: lines or figures. Participants who were trained on closed figures showed greater transfer than participants who were trained on lines. We gave participants different kinds of reminders at test to facilitate transfer. Explicit requests to apply training information to test items yielded no improvement, but presenting participants with relevant principles (but without information on how to apply those principles) greatly improved performance.
|Original language||English (US)|
|Title of host publication||The 28th Annual Conference of the Cognitive Science Society|
|Publisher||Cognitive Science Society|
|Number of pages||6|
|State||Published - 2006|