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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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508553744&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508553744 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00100285 COP jtl: Cognitive Psychology issn: 00100285 maglogo: N pubinfo: dt: April 1995 vid: 28 pid: 735 pub: Academic Press Inc. artinfo: ui: 508553744 10.1006/cogp.1995.1005 ppf: 175 ppct: 50 formats: tig: atl: Transfer of training between cognitive subskills: is knowledge use specific? aug: au: Pennington, Nancy Nicolich, Robert Rahm, Jrene su: Transfer of training Theory of knowledge sug: subj: Transfer of training Theory of knowledge ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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