Dixon P, Zimmerman C, Nearey S
Department of Psychology, University of Alberta, Edmonston, Canada.
Mem Cognit. 1997 May;25(3):381-94. doi: 10.3758/bf03211294.
The role of prior knowledge in learning complex procedures was investigated in a transfer task in which subjects learned two related procedures in sequence. In Experiment 1, we manipulated the conceptual and structural similarity between the two procedures; in Experiment 2, we manipulated whether the order of the steps within subprocedures was the same or different during training and transfer, or whether the order of the subprocedures was the same or different. The results lead us to hypothesize that transfer in complex procedures is mediated primarily by a memory for specific steps rather than by conceptual understanding or problem solving. In particular, we were able to model the results precisely on the assumption that subjects use superficial similarity to retrieve the sequences of steps needed to perform segments of the procedure.
在一项迁移任务中，研究了先验知识在学习复杂程序中的作用，在该任务中，受试者依次学习两个相关程序。在实验1中，我们操纵了两个程序之间的概念和结构相似性；在实验2中，我们操纵了子程序内步骤的顺序在训练和迁移期间是相同还是不同，或者子程 序的顺序是相同还是不同。结果使我们假设，复杂程序中的迁移主要由对特定步骤的记忆介导，而不是由概念理解或问题解决介导。特别是，我们能够在假设受试者使用表面相似性来检索执行程序片段所需步骤序列的前提下，精确地模拟结果。
