The Role of Stimulus-to-Rule Consistency in Learning Rapid Application of Spatial Rules. Final Technical Report, May-September 1986.
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| Title: | The Role of Stimulus-to-Rule Consistency in Learning Rapid Application of Spatial Rules. Final Technical Report, May-September 1986. |
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| Language: | English |
| Authors: | Fisk, Arthur D., Lloyd, Shirley J., Southeastern Center for Electrical Engineering Education, St. Cloud, FL. |
| Source: | Human Factors. Feb 1988 30(1):35-49. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 1989 |
| Sponsoring Agency: | Air Force Human Resources Lab., Brooks AFB, TX. |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | College Students, Higher Education, Memory, Problem Solving, Skill Development, Spatial Ability, Training, Visual Learning, Visual Perception |
| Abstract: | Five experiments involving a total of 44 college students addressed the effects of intercomponent consistency on skill acquisition in a class of cognitively demanding tasks requiring rapid integration of information and rapid application of rules. The role of consistency of external stimulus-to-rule linkage in facilitating learning and performing rule-based tasks was examined. After extensive consistent practice, subjects' performance was remarkably similar to performance observed in traditional perceptual learning tasks. This similarity suggests that mechanisms underlying perceptual learning (in visual search) and rule-based spatial learning are similar. Subjects who were trained such that consistent stimulus-to-rule association could be built up and strengthened with practice performed in a manner qualitatively and quantitatively different from subjects trained with inconsistent stimulus-to-rule relationships. This superiority of the consistent stimulus-to-rule trained subjects over the inconsistent stimulus-to-rule subjects was even more exaggerated in dual-task situations. The data have implications for the understanding and training of skilled problem-solving tasks. When training affords development of subcomponent automatization of the problem-solving activity, the chance of memory overload is reduced. The results suggest one trainable subcomponent, the perceptual/rule-based component. (Contains 47 references.) (Author/SLD) |
| Entry Date: | 1994 |
| Accession Number: | ED361390 |
| Database: | ERIC |
| Abstract: | Five experiments involving a total of 44 college students addressed the effects of intercomponent consistency on skill acquisition in a class of cognitively demanding tasks requiring rapid integration of information and rapid application of rules. The role of consistency of external stimulus-to-rule linkage in facilitating learning and performing rule-based tasks was examined. After extensive consistent practice, subjects' performance was remarkably similar to performance observed in traditional perceptual learning tasks. This similarity suggests that mechanisms underlying perceptual learning (in visual search) and rule-based spatial learning are similar. Subjects who were trained such that consistent stimulus-to-rule association could be built up and strengthened with practice performed in a manner qualitatively and quantitatively different from subjects trained with inconsistent stimulus-to-rule relationships. This superiority of the consistent stimulus-to-rule trained subjects over the inconsistent stimulus-to-rule subjects was even more exaggerated in dual-task situations. The data have implications for the understanding and training of skilled problem-solving tasks. When training affords development of subcomponent automatization of the problem-solving activity, the chance of memory overload is reduced. The results suggest one trainable subcomponent, the perceptual/rule-based component. (Contains 47 references.) (Author/SLD) |
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