Strategy guidance and memory aiding in learning a problem-solving skill.
|Title||Strategy guidance and memory aiding in learning a problem-solving skill.|
|Publication Type||Journal Article|
|Year of Publication||1992|
|Authors||Carlson, RA, Lundy, DH, Schneider, W|
|Date Published||1992 Apr|
|Keywords||Computer Communication Networks, Computer Simulation, Cues, Humans, Mental Recall, Problem Solving, Transfer (Psychology)|
Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.
|Alternate Journal||Hum Factors|