In motor and verbal learning, random practice schedules produce poorer acquisition performance but superior retention relative to blocked practice. We extend this contextual interference effect to the case of learning cognitive procedural skills to be used in problem solving. Subjects in three experiments practiced calculation with Boolean functions. After this acquisition phase, subjects solved problems requiring these procedures. Experiments 1 and 2 demonstrated superior transfer to problem solving for skills acquired under random schedules. In Experiment 3, subjects practiced component skills in a blocked schedule, with one of four tasks-same-different judgment, mental arithmetic, short-term memory, or long-term memory-intervening between trials. For same-different judgments and mental arithmetic, transfer performance was comparable to that found for random schedules in Experiments 1 and 2. This result suggests that the differences depend on processing rather than storage demands of intertrial activity. Implications for theories of problem solving and part-whole transfer are discussed.

We examined the acquisition of a problem-solving skill at three levels of organization-strategy, subgoal, and operator-and investigated changes in temporary storage, manipulation of information, and coordination of multiple representations. 6 college students practiced minimizing the simulated cost of solving diagnostic problems with digital electronic circuits for approximately SO hr (347 problems). Ss were tested on declarative knowledge, inferential skills at the subgoal level, and ability to solve problems during working memory tasks. The working memory tasks required retention of a preload, concurrent processing, or integration of displayed information with the contents of working memory. The data support the view that restructuring is goal sensitive and strategic. The results suggest a multiple-level analysis of skill acquisition in which practice allows strategic restructuring of cognitive processes at 3 levels of organization. Implications for models of skill acquisition and working memory are discussed.

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Purpose Review infant sleep research with a focus on understanding the elements related to infant safety and infant and maternal well‐being during nighttime care. Data sources This review summarizes current research and addresses the controversies and conflicting outcomes reported in infant nighttime care. This review addresses current literature on infant sleep patterns, as well as factors that influence infant sleep and are consequences of different care routines. Conversation points are provided to help nurse practitioners (NPs) address safety and practice concerns. Conclusions Shared information can help parents provide a safe and healthy environment for infants and help to facilitate communication ties between the healthcare providers and the families. Implications for practice NPs need to help parents understand infant sleep patterns norms, what is current knowledge about infant nightwakings and parental presence, as well as about approaches to altering infant sleep patterns. Integrating this knowledge with parent preferences that are influenced by cultural practices and individual differences is crucial in helping parents develop a strong sense of competence and comfort with their choices and behaviors.