| Type of Document |
Dissertation |
| Author |
Sallas, Bill
|
| Author's Email Address |
sallas@lsu.edu |
| URN |
etd-09192008-141454 |
| Title |
Flexibility of Knowledge as a Function of Practice and Explicit Instruction |
| Degree |
Doctor of Philosophy (Ph.D.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| Robert Mathews |
Committee Chair |
| Janet McDonald |
Committee Member |
| Sean Lane |
Committee Member |
| Tracey Rizzuto |
Committee Member |
| Hillary Braud |
Dean's Representative |
|
| Keywords |
- direct instuction
- implicit learning
|
| Date of Defense |
2008-08-14 |
| Availability |
unrestricted |
Abstract
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.
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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
sallasdiss.pdf |
1.09 Mb |
00:05:03 |
00:02:36 |
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