ABSTRACT
Two experiments investigated the impact of problem order and problem sequencing on performance. In experiment 1 subjects were either presented with a suitable or an unsuitable presentation sequence where they were free to deviate from. Presentation sequence had an impact on performance and rearranging problems improved performance for high prior-knowledge subjects whereas low prior-knowledge subjects’ performance deteriorated. Experiment 2 yielded evidence that effects of problem sequence have to be triggered by directing subjects’ attention to comparing problems before working on them. Results are discussed within the framework of analogical transfer.
