Cognitive sequence knowledge: What is learned?

Jay L. Wenger, Richard Alan Carlson

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

In 4 experiments, participants performed running-arithmetic tasks. These tasks involved a sequential ordering of individual operations and a structure of subgoals that defined how calculations fit together in purpose. Consistent transitions between adjacent steps facilitated performance only when subgoal structures were relatively simple. When subgoal structures were more complex, consistent mapping of operations to serial locations produced a slight benefit. Consistency of subgoal structure produced a substantial benefit in both speed and accuracy, and some knowledge of subgoal structure integrated with knowledge of the sequence of operations. Apparently, a task's subgoal structure imposes demands that either facilitate or obscure benefits of sequence consistencies. The benefits are attributed to increased efficiency in using working memory.

Original languageEnglish (US)
Pages (from-to)599-619
Number of pages21
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume22
Issue number3
DOIs
StatePublished - Jan 1 1996

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Short-Term Memory
Efficiency
demand structure
increased efficiency
experiment
performance

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language

Cite this

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Cognitive sequence knowledge : What is learned? / Wenger, Jay L.; Carlson, Richard Alan.

In: Journal of Experimental Psychology: Learning Memory and Cognition, Vol. 22, No. 3, 01.01.1996, p. 599-619.

Research output: Contribution to journalArticle

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