Strategy guidance and memory aiding in learning a problem-solving skill

R. A. Carlson, D. H. Lundy, W. Schneider

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)129-145
Number of pages17
JournalHuman Factors
Volume34
Issue number2
DOIs
StatePublished - 1992

All Science Journal Classification (ASJC) codes

  • Human Factors and Ergonomics
  • Applied Psychology
  • Behavioral Neuroscience

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