Consistency and Restructuring in Learning Cognitive Procedural Sequences

Richard Alan Carlson, David H. Lundy

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

Ss practiced mental arithmetic tasks that were consistent or varied at two levels: the sequence of operations and the data for those operations. Experiment 1 demonstrated separable benefits of sequence- and data-level consistency. In Experiment 2, sequence and data consistency varied within subjects, and the sequence of operations did not match the goal structure. Final performance benefited from consistent data but not from consistent sequence. In Experiment 3, sequence consistency varied between subjects. Sequence and data consistency had separable benefits. The results indicate that Ss learn by restructuring given consistent data, but performing operations in consistent sequence improves performance without restructuring.

Original languageEnglish (US)
Pages (from-to)127-141
Number of pages15
JournalJournal of Experimental Psychology: Learning, Memory, and Cognition
Volume18
Issue number1
DOIs
StatePublished - Jan 1 1992

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cognitive learning
restructuring
Learning
experiment
performance
Procedural
Cognitive Learning

All Science Journal Classification (ASJC) codes

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

Cite this

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Consistency and Restructuring in Learning Cognitive Procedural Sequences. / Carlson, Richard Alan; Lundy, David H.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 18, No. 1, 01.01.1992, p. 127-141.

Research output: Contribution to journalArticle

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