Implicit and explicit knowledge in the control of complex systems

Broadbent, D. Ε.; Fitzgerald, Peter L.; Broadbent, Margaret

doi:10.1111/j.2044-8295.1986.tb01979.x

Cited by 335 publications

(169 citation statements)

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“…In addition, practice can lead to further improvements in the controllability of the system, but not to similar increases in declarative knowledge (Berry & Broadbent, 1988). Implicit learning theorists (Broadbent, Fitzgerald, & Broadbent, 1986;Dienes & Berry, 1997;Dienes & Fahey, 1995, 1998) also claim that dissociations are found because the two systems operate over different types of knowledge. Typically, in CDCTs, the input-output relations are non-salient and therefore difficult to acquire.…”

Section: Control Behavior: Research Histories Of Cdctsmentioning

confidence: 99%

“…Hence, dissociations between direct and indirect measures occur because similarity is used to match new goal states of a system with previously stored exemplars; this often leads to relevant procedural knowledge facilitating good control performance, but not to structural knowledge of the system (Broadbent, et al, 1986;Dienes & Fahey, 1995, 1998. Consistent with this, studies contrasting observation-based and proceduralbased learning show that, on indirect and direct measures, performance was poorer for observation-based learners (Berry, 1991;Lee, 1995).…”

Section: Control Behavior: Research Histories Of Cdctsmentioning

confidence: 99%

“…Dissociations are typically found where learning is SG-based (e.g., Berry, 1991;Berry & Broadbent, 1984Broadbent et al, 1986;Dienes & Fahey, 1995, 1998Marescaux et al, 1989;Stanley et al, 1989). A well established research history of CDCTs shows that SG learning leads to an impoverished understanding of control tasks, because only states of the system that advance the problem solver to the SG are explored.…”

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

“…A well established research history of CDCTs shows that SG learning leads to an impoverished understanding of control tasks, because only states of the system that advance the problem solver to the SG are explored. In addition, dissociations are usually reported in studies in which structural knowledge of the task is examined only after learning takes place (e.g., Berry, 1991;Berry & Broadbent, 1984Broadbent et al, 1986;Dienes & Fahey, 1995, 1998Marescaux et al, 1989). Without the opportunity to keep track of one's knowledge of the rule or structure the system operates under, explicit knowledge is found to be poor (Burns & Vollmeyer, 2002;Sanderson, 1989;Sanderson & Vicente, 1986).…”

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

“…Without an imposed constraint, a broader range of instances of the system are explored (Burns & Vollmeyer, 2002;Sweller, 1988;Vollmeyer et al, 1996). Under these learning conditions, problem solvers do not advance towards any particular goal during learning (Experiment 1-3), and so instances are unlikely to be stored as successful condition-action exemplars, as described by Broadbent (Broadbent et al, 1986) and others (Dienes & Fahey, 1995, 1998Marescaux et al, 1989). Rather, as Dual-Space theory claims, knowledge of the system is formed into both rules and exemplars, which are refined as the problem solver develops systematic ways of exploring the system.…”

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

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Positive transfer and negative transfer/antilearning of problem-solving skills.

Osman¹

2008

Journal of Experimental Psychology: General

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The present study examined how self-regulatory processes influenced problem solving behavior under conditions in which people were either re-exposed to their prior learning, or experienced someone else's. In a series of four experiments, participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants either learnt to solve the second task, based on their original learning phase from the first task, or learnt to solve the second task based on another participant's learning phase. Experiment 1 showed that, under conditions in which participants' learning phase was experienced twice, performance deteriorated in the second task compared to the first. In contrast, when the learning phases in the first and second task differed, performance improved in the second task.Experiment 2 introduced instructional manipulations that induced the same response patterns as Experiment 1, and Experiment 3 showed that participants differentially weighted the learning phase in the second task. In Experiment 4, judgments of selfefficacy were shown to track control performance. The implications of these findings for induction, self-regulation, and insight are discussed. examples share a precise goal that involves accurately and reliably controlling a complex dynamic control task (CDCT-i.e., the aircraft). Control behavior in this, and other types of CDCTs (e.g., air-traffic control, naval mine sweeping, car driving) depends on the development of expertise (e.g., Brehmer, 1992;Funke, 2001; Gonzalez, Lerch, & Lebiere, 2003;Kerstholt, 1996;Randel & Pugh, 1996;Sweller, 1988;.Expertise involves both monitoring-through self-evaluation of goal-directed actions (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996)-and control, or the generation and selection of goal-directed actions (e.g., Lerch & Harter, 2001; Locke & Latham, 2002;Rossano, 2003;Sweller, 1988;VanLehn, 1996;Vollmeyer, Burns, & Holyoak, 1996). Both behaviors are also interrelated (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996). However, studies of skill learning in CDCTs have overlooked this relationship, particularly how it influences the transferability of expertise (e.g., Berry, 1991;Berry & Broadbent, 1988;Burns & Vollmeyer, 2002). Without an Anti-Learning 5 understanding of how individuals monitor their behavior, little can be said about how evaluative processes are employed when transferring learnt skills to achieve unpracticed goals.For instance, the critical difference between the examples above is that, in the first case, training (i.e., control performance) and assessment (i.e., monitoring) are based on self-generated behavior; whereas, in the second, assessment is based on comparing self-and other-generated training behavior. These types of training procedures are often used in educational (Pintrich & De Groot, 1990;Pressley, & Ghatala, 1990;Zimmerman, 1990), clin...

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Section: Control Behavior: Research Histories Of Cdctsmentioning

confidence: 99%

Section: Control Behavior: Research Histories Of Cdctsmentioning

confidence: 99%

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

Section: What Kind Of Knowledge Is Learnt In Complex Skilled Control mentioning

confidence: 99%

See 3 more Smart Citations

Positive transfer and negative transfer/antilearning of problem-solving skills.

Osman¹

2008

Journal of Experimental Psychology: General

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Whom do words hurt? Individual differences in susceptibility to verbal overshadowing

Ryan

Schooler

1998

Appl. Cognit. Psychol.

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The phenomenon of verbal overshadowing, in which describing memory for nonverbal stimuli (e.g. faces, tastes, or music) interferes with subsequent recognition performance, has previously been associated with situations in which participants' perceptual expertise exceeded their verbal expertise (e.g. Melcher and Schooler, 1996). Such findings suggest that individual differences in perceptual and verbal ability should predict who will be vulnerable to verbalization. In this study participants performed six trials of a standard verbal overshadowing procedure (viewing a face, verbally recalling it or engaging in an unrelated activity, followed by taking a forced choice recognition test). Perceptual ability was assessed using both a domain specific measure (face recognition ability) and non‐specific measures (e.g. embedded figures). General verbal ability was determined on the basis of high school or college GPA. As predicted, verbal overshadowing (i.e. lower performance for verbalization relative to control participants) was greatest among participants with high perceptual expertise and low verbal expertise. This relationship was observed with both the domain‐specific and domain‐general measures of perceptual expertise. These findings suggest that individuals may be especially vulnerable to verbal overshadowing when their general perceptual abilities exceed their verbal abilities. Copyright © 1998 John Wiley & Sons, Ltd.

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Maintaining production quality in advanced mechanical engineering organizations: The compensatory function of the CNC-machine operator

2000

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This article reports a study that was carried out in 6 German advanced mechanical engineering organizations. The research investigated the wider role of the CNC machine operator against the background of an increased focus on quality management issues and lean production. Fifty‐one interviews were carried out with individuals from different professional groups. The results showed that operators had an important function in compensating for variations in the manufacturing process. The choice of operator actions was influenced by several production‐related factors (e.g., tolerance limit). Furthermore, we identified several organizational boundaries that indicated a considerable potential for efficiency gains if collaboration across these boundaries could be improved. © 2000 John Wiley & Sons, Inc.

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Implicit and explicit knowledge in the control of complex systems

Abstract: The co-authors are also at the above address.University of Oxford, South Parks Rd, Oxford OX1 3UD, UK.

Cited by 335 publications

References 4 publications

Positive transfer and negative transfer/antilearning of problem-solving skills.

Positive transfer and negative transfer/antilearning of problem-solving skills.

Whom do words hurt? Individual differences in susceptibility to verbal overshadowing

Maintaining production quality in advanced mechanical engineering organizations: The compensatory function of the CNC-machine operator

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