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LEARNING AND TRANSFER IN ISOMORPHIC UNCERTAINTY SITUATIONS: THE ROLE OF THE SUBJECT'S COGNITIVE ACTIVITY

Our previous researches showed the difficulties encountered by adult subjects in elementary “purely random” situations, although they are very simple. Indeed, those imply either the throws of two dice, or the simultaneous drawing of two poker chips among three, and thus do not require to be expert in probability. We hypothesized that prior knowledge guides the spontaneous representations and that the “errors” observed may be explained by the activation of “tacit models”. More precisely, we hypothesized that the correct combinatorial representations are available for most subjects, but that experimental tricks are required to activate them. This paper will focus on the role of the subject’s cognitive activity who is led to construct by himself a correct representation. So, we used a learning paradigm and we tested the transfer on isomorphic problems. The results showed the positive role of the subject’s cognitive activity , and above all its strong effect in the transfer of correct representations to isomorphic situations.