The three-space theory of problem solving predicts that the
quality of a learner’s model and the goal specificity of a task
interact on knowledge acquisition: Learners having a good
model should learn more with a nonspecific than a specific
goal, which should not apply to learners having a poor model.
This study tested this prediction using a computer based
learning task on torques. Participants (N = 77 psychology
students) either had to test hypotheses with a simulation of a
lever system (nonspecific goal), or to produce given values
for variables in this simulation (specific goal). In the good
model condition but not in the poor model condition they saw
the torque depicted as an area. Results revealed the predicted
interaction. A nonspecific goal only resulted in better learning
when a good model of torques was provided but not with a
poor model. Our findings support the three-space theory.
They emphasize the importance of understanding in studying
problem solving and stress the need to study underlying
processes.