Doctor of Philosophy (PhD)
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.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Sallas, Bill, "Flexibility of knowledge as a function of practice and explicit instruction" (2008). LSU Doctoral Dissertations. 1269.