Facilitative interactions of model- and experiencebased processes: Implications for type and flexibility of representation

Abstract

People are often taught using a combination of instruction and practice. In prior research, we have distinguished between model-based knowledge (i.e., acquired from explicit instruction) and experience-based knowledge (i.e., acquired from practice), and have argued that the issue of how these types of knowledge (and associated learning processes) interact has been largely neglected. Two experiments explore this issue using a dynamic control task. Results demonstrate the utility of providing model-based knowledge before practice with the task, but more importantly, suggest how this information improves learning. Results also show that learning in this manner can lead to "costs" such as slowed retrieval, and that this knowledge may not always transfer to new task situations as well as experientially acquired knowledge. Our findings also question the assumption that participants always acquire a highly specific "lookup" table representation while learning this task. We provide an alternate view and discuss the implications for theories of learning.

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

“…Our findings are more consistent with a view that emphasizes the interaction between such knowledge (e.g., Klein, 1998;Koriat et al, 2008;Lane et al, 2008;Mathews et al, 1989;Sallas et al, 2007). Specifically, participants in our experiments appeared to use automatically acquired knowledge (i.e., the perception of overall effectiveness) to explicitly estimate the effects of interventions.…”

“…This direct impact of experience-based knowledge on explicit representations of the effects is a type of interaction between the two types of knowledge different from those found in past research. In past research, we have found that providing just-in-time explicit knowledge can enhance experience-based learning (Lane et al, 2008;Sallas et al, 2007). We also have found that automatically acquired knowledge of an artificial grammar slowly becomes accessible to conscious awareness over time and can be used to correctly verbalize syntactical components of a grammar after extensive training .…”

“…In past research, we have argued that people often rely on two general types of knowledge when making decisions or solving problems: experience based and model based (Lane, Mathews, Sallas, Prattini, & Sun, 2008;Mathews et al, 1989;Sallas, Mathews, Lane, & Sun, 2007; for similar ideas, see Koriat, Nussinson, Bless, & Shaked, 2008). On this view, experience-based knowledge is acquired relatively directly from the environment, can be abstracted from multiple encounters with stimuli (e.g., Mathews et al, 1989), and is often difficult to articulate (e.g., Lewicki, 1986).…”

“…We also assume that both types of knowledge interact such that they can both influence decisions. Experience-and model-based knowledge are often intermingled, and decision makers may not be aware of how the different types of knowledge are impacting their decisions (e.g., Klein, 1998;Lane et al, 2008;Sallas et al, 2007). We next elaborate on this issue of interaction by noting its core elements in related theoretical views and in several diverse lines of psychological research.…”

Saying Versus judging: Assessing knowledge of eyewitness memory

“…Third, research has demonstrated that participants can sometimes learn and perform tasks correctly with little explicit knowledge of the features they are relying upon (e.g. Reber, 1993;Lane, Mathews, Sallas, Prattini, & Sun, 2008; for a general introduction, see Gladwell, 2005). Similarly, others have argued that people's explanations of how they make decisions bears little resemblance to the actual process of decisionmaking (e.g.…”