Strategy Guidance and Memory Aiding in Learning a Problem-Solving Skill

Abstract

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Promoting health care safety through training high reliability teams

“…48 Once trainees are guided to the errors, they are given support to correct the errors through the development of corrective strategies. 49 They are then able to apply the learned knowledge and strategies during practice scenarios. Feedback is provided to trainees to help them transfer what they have learned to the real world environment (Lorenzet et al, unpublished).…”

Design, Delivery, and Evaluation of Training Systems

“…This approach is beneficial to trainees in that they can learn their own strategies for dealing with errors (i.e., selfdiscovery). On the other hand, trainees can be offered support and feedback to help them correct the errors (i.e., supported correction) (Carlson et al, 1992). Support can be provided in the form of a computer-based training aid or instructor intervention (Lorenzet et al, 2003).…”

Alterações na distribuição de potência cortical em função da consolidação da memória no aprendizado de datilografia

“…Sendo assim, os resultados presentes reproduziram achados anteriores, nos quais foi percebido aumento do desempenho quando indivíduos foram expostos a uma tarefa sensoriomotora 4,10 . As melhorias no desempenho (tempo x erro) estão de acordo com achados anteriores de várias pesquisas sensoriomotoras, nas quais sujeitos tiveram que administrar informação da memória processual 18 . Além disso, baseado nos resultados presentes, foi claramente caracterizado um "período crítico" durante o processo de aprendizagem, na transição entre o primeiro e o segundo bloco, em ambas as variáveis (tempo x erro).…”