Flexibility of knowledge as a function of practice and explicit instruction

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.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

Psychology

Year dc:date.available

2008

Author dc:creator

• Sallas, Bill

• direct instuction
• implicit learning

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-09192008-141454
https://repository.lsu.edu/gradschool_dissertations/1269

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-2268