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VERSION:2.0
PRODID:icalendar-ruby
CALSCALE:GREGORIAN
X-WR-CALNAME:Dissertation Defense-Kelly Boden
X-WR-TIMEZONE:Eastern Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20260711T212407Z
UID:tag:localist.com\,2008:EventInstance_39501901214399
DTSTART:20220401T170000Z
DTEND:20220401T190000Z
DESCRIPTION:Can seeing the forest impact transfer?\nEffects of construal le
 vel on learning strategies and knowledge transfer\n\nInstruction facilitat
 ing the abstraction and transfer processes necessary for deep conceptual u
 nderstanding is notoriously difficult. Individual differences in learning 
 strategies are one possible explanation for variation in transfer outcomes
 . Some prior work has shown that rule-abstraction learning strategies faci
 litate knowledge transfer better than memorization strategies for particul
 ar tasks. However\, it’s not clear what factors lead to the adoption of 
 such strategies during learning. The current work investigated the effect 
 of construal mindset on memorization vs. rule-abstraction strategies and s
 ubsequent transfer. An abstract construal is theorized to focus on abstrac
 t/global information and a concrete construal on concrete/contextualized i
 nformation. Experimental manipulations of construal mindset may provide a 
 means to prime individuals to attend to either high-level or low-level fea
 tures\, which may impact their learning strategy and subsequent learning a
 nd performance. The goal of the current work was to examine how inducing a
  more abstract or concrete mindset before learning would impact strategies
  and subsequent transfer of learning. A secondary goal was to further test
  the relations between strategies\, learning\, and transfer. We hypothesiz
 ed that construal mindset would impact participants’ learning strategy w
 hich would in turn impact learning and transfer. Across three studies\, we
  implemented an activity aimed at manipulating construal mindset in order 
 to influence whether individuals’ focused on memorization/exemplars or r
 ule-abstraction strategies during a category-learning task. We measured wh
 at strategies participants adopted during the category learning task and t
 ested whether they transferred the knowledge acquired from this task to tr
 ansfer tasks. While results across our three studies provided evidence tha
 t our manipulation of construal level did impact participants’ attention
  to high-level vs. low-level features\, it did not impact their reported s
 trategies\, nor their transfer accuracy outcomes. We didn’t find evidenc
 e for the first link between construal and strategy (in fact\, we found ev
 idence against it in this context)\, however we did find consistent eviden
 ce for the second link between strategy\, learning\, and transfer. Specifi
 cally we found that endorsement of a rule-abstraction strategy was related
  to increased accuracy during learning and increased performance on classi
 fication and inference transfer tasks. Implications of this work for theor
 ies of construal\, learning\, and transfer will be discussed.
LOCATION:Murdoch Building\, 424
SUMMARY:Dissertation Defense-Kelly Boden
URL;VALUE=URI:https://calendar.pitt.edu/event/dissertation_defense-kelly_bo
 den
CATEGORIES:Defenses
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