| Research on analogical problem solving has delineated several factors that impact one's ability to spontaneously generate a correct solution strategy to a target problem. These factors include, but are not limited to, type of analogy provided to subjects (i.e., partial versus complete), the level of analogical problem-solving expertise, and the absence of or type of analogical problem-solving training (i.e., teacher-generated or learner-generated) provided to learners.; Recently, researchers have begun to focus on providing solvers with multiple practice opportunities and extending these opportunities over a systematically distributed period of time. When combined with analogical problem-solving training, these factors will augment the learner's ability to spontaneously generate a correct solution strategy to both complete and partial target problems.; Using an experimental design, the present study examined the differential effects of type of analogue (partial versus complete), type of training (teacher-generated, learner-generated, or no training), and length of training (condensed versus extended) on novice learners' ability to spontaneously generate correct solution strategies to two target problems.; Findings indicate that, on the complete target problem, regardless of training group membership, no effect over control group participants was found. Partial target problem results indicate a slight advantage for participating in the learner-generated extended training group over no training. Also on the partial target problem, a moderate advantage was found for participating in the learner-generated extended training group over the condensed training.; Limitations of the study, implications for educators, and recommendations for future studies are provided. |
