Transfer of training between cognitive subskills: is knowledge use specific?
A study was conducted to examine the use-specificity principle, using Anderson's ACT* theory of skill acquisition and transfer. According to this theory, transfer between tasks occurs when the two tasks share production rules or “common elements.” This leads to a principle of “use specificity of kn...
| Publicado en: | Cognitive Psychology Vol. 28; pp. 175 - 225 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
April 1995
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to examine the use-specificity principle, using Anderson's ACT* theory of skill acquisition and transfer. According to this theory, transfer between tasks occurs when the two tasks share production rules or “common elements.” This leads to a principle of “use specificity of knowledge,” which posits that knowledge acquired in the acquisition of one subskill will not transfer to performance in a related subskill, even though both subskills rest on a shared declarative knowledge base. Detailed a priori transfer predictions are provided based on a task analysis and production system simulation model of two computer programming subtasks—the evaluation and generation of LISP instructions. A comparison of empirical results and simulation predictions reveals that there is considerably more transfer between subtasks than was predicted. Evidence that these results are due to the elaboration of declarative knowledge is provided. |
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