{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-2268"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-2268","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Flexibility of knowledge as a function of practice and explicit instruction","abstract":"Two experiments used a dynamic control task (Berry & Broadbent, 1984) to examine the flexibility of experientially acquired knowledge. The results suggest that experientially acquired knowledge of this task is represented by a lookup table, not a set of tuned strategies. With practice, transfer to a new task was achieved through an extrapolation procedure. Experiment 2 demonstrated far superior task and transfer performance in participants trained with a combination of experiential practice and model-based knowledge. Transfer to new states was only possible when participants were provided with model-based knowledge through direct instruction. Also, providing model-based knowledge during practice resulted in a more flexible representation compared to providing it before or after practice. Pedagogical implications are discussed.","abstract_html":"Two experiments used a dynamic control task (Berry & Broadbent, 1984) to examine the flexibility of experientially acquired knowledge. The results suggest that experientially acquired knowledge of this task is represented by a lookup table, not a set of tuned strategies. With practice, transfer to a new task was achieved through an extrapolation procedure. Experiment 2 demonstrated far superior task and transfer performance in participants trained with a combination of experiential practice and model-based knowledge. Transfer to new states was only possible when participants were provided with model-based knowledge through direct instruction. 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