Component Fluency in a Problem-Solving Context

Carlson, Richard A.; Sullivan, Marc A.; Schneider, Walter

doi:10.1177/001872088903100501

Cited by 30 publications

(18 citation statements)

References 7 publications

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“…This led to better appreciation of the meaningful context (i.e., availability of supportive information) during practice. Research by Carlson and colleagues (Carlson, Sullivan and Schneider 1989;Carlson, Khoo and Elliott II 1990) emphasizes the beneficial influence of a meaningful context during practice of procedural information presented earlier. They found that transfer test scores increased when learners were able to practice the procedural information in meaningful contexts.…”

Section: Discussionmentioning

confidence: 99%

Timing of Information Presentation in Learning Statistics

Kester

Kirschner

Merriënboer

2004

Instructional Science

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Abstract. This study in the domain of statistics compares four information presentation formats in a 2 × 2 factorial design: timing of supportive information (before or during task practice) × timing of procedural information (before or during task practice). Seventy-two psychology and education students (7 male and 65 female; mean age 18.5 years, SD = 2.85) participated. The effectiveness of the learning material was measured by test performance. The instructional efficiency was measured by a combination of mental effort during practice and test performance (i.e., a high test performance combined with a low mental effort during practice denotes a high instructional efficiency). ANOVA showed a main effect for timing of supportive information: presentation during practice led to more efficient learning than presentation before practice. Moreover, an interaction effect was found. Simultaneous presentation of procedural information before and supportive information during practice led to the most efficient learning.

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Section: Discussionmentioning

confidence: 99%

Timing of Information Presentation in Learning Statistics

Kester

Kirschner

Merriënboer

2004

Instructional Science

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“…Basically, tasks within and between domains are assumed to differ with respect to the composition of demands that necessarily require controlled processing and those that can pass into automatic processing (Schneider, & Fisk, 1983). Similarly, for a particular task, indi viduals are assumed to differ in the extent to which the taskspecific information-processing elements that can be automatized are actually automatized (e.g., Carlson, Sullivan, & Schneider, 1989). In the following two sections, we describe in detail how automatic and controlled processes may interact in the two do mains considered, reading and problem solving.…”

Section: Time On Task Effects and Dual Processing Theorymentioning

confidence: 99%

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

Goldhammer

Naumann

Stelter

et al. 2014

Journal of Educational Psychology

240

246

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Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more time may be positively related to the outcome as the task is completed more carefully. However, the relation may be negative if working more fluently, and thus faster, reflects higher skill level. Using a dual processing theory framework, the present study argues that the validity of each assumption is dependent on the relative degree of controlled versus routine cognitive processing required by a task, as well as a person's acquired skill. A total of 1,020 persons ages 16 to 65 years participated in the German field test of the Programme for the International Assessment of Adult Competencies. Test takers completed computer-based reading and problem solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill.There are two fundamental observations on human perfor mance: the result obtained on a task and the time taken (e.g., Ebel, 1953). In educational assessment, the focus is mainly on the task outcome; behavioral processes that led to the result are usually not considered. One reason may be that traditional assessments are paper-based and, hence, are not suitable for collecting behavioral process data at the task level (cf. Scheuermann & Bjomsson, 2009). However, computer-based assessment-besides other ad vantages, such as increased construct validity (e.g., Sireci & Zenisky, 2006) or improved test design (e.g., van der Linden, 2005)-can provide further insights into the task completion pro cess. This is because in computer-based assessment, log file data can be recorded by the assessment system that allows the re searcher to derive theoretically meaningful descriptors of the task completion process. The present study draws on log file data from an international computer-based large-scale assessment to address the question of how time on task is related to the task outcome. As shown in the following, by analyzing the relation of task perfor mance to the time test takers spent on task, we were able to obtain new insights into how the interaction of task and person charac-

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“…For example, after learners practice how to search relevant literature, the instructor may provide them with part-task practice on using Boolean operators, so as to help learners achieve automaticity of that skill (cf. Carlson et al 1989). …”

Section: Part-task Practicementioning

confidence: 99%

“…By most definitions, complex cognitive skills consist of many constituent skills, each of which must be performed in a coordinated and integrated fashion using high-level schemas or organizing strategies, and at least some of which involve conscious processing, such as decision making, problem-solving, or reasoning (Carlson et al 1989;Gopher et al 1989;Peck and Detweiler 2000; van Merriënboer 1997). Therefore, recent instructional theories tend to focus on authentic and whole learning tasks that require learners to address real-world problems as the driving force for transfer of learning (Merrill 2002(Merrill , 2007; van Merriënboer and Kirschner 2001).…”

Section: Introductionmentioning

confidence: 99%

The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill

Lim

Reiser

Olina

2008

Education Tech Research Dev

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This study was designed to investigate the effects of two instructional approaches (whole-task versus part-task) and two levels of learner prior knowledge (lower versus higher) on learner acquisition and transfer of a complex cognitive skill. Participants were 51 undergraduate pre-service teachers. In the part-task condition, a complex skill (preparing a grade book using Excel) was decomposed into a series of smaller tasks, each of which was demonstrated and practiced separately. In the whole-task condition, which was based on the 4C/ID-model (van Merriënboer 1997), learners were exposed to the entire complex skill from the beginning of the instruction and were required to practice performing a series of whole tasks throughout the unit. Results indicated that the whole-task group performed significantly better than the part-task group on a skill acquisition test and a transfer test. Possible reasons for these findings and suggestions for future research are discussed.

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Component Fluency in a Problem-Solving Context

Cited by 30 publications

References 7 publications

Timing of Information Presentation in Learning Statistics

Timing of Information Presentation in Learning Statistics

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill

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