Single-Use Versus Mixed-Use Learning of Transformations: Evidence for Conceptual Integration

Abstract

Abstract. The principle of use-specificity proposes that “compiled” knowledge encapsulates the knowledge use in the acquisition context. The efficiency of knowledge use should be a monotone function of use-specific practice. Transfer between different uses of function concepts should decrease with increasing practice. In contrast, the hypothesis of conceptual integration proposes that conceptually integrated knowledge can be used flexibly. The efficiency of knowledge use should be a monotone function of concept-specific practice. The probability to integrate a feature is assumed to depend on its relevance within the acquisition context. Transfer between different uses of function concepts should increase with increasing practice. In Experiment 1, the effects of practicing a single versus two different uses of symbolic functions on learning and subsequent transfer were investigated at 1 day and 2 consecutive days of practice. In Experiment 2, these effects were investigated for 4 days of practice. The findings support the hypothesis of conceptual integration. Performance was mainly a function of concept-specific training. Limited usability of acquired knowledge was rare and disappeared completely at higher levels of practice.