The role of examples and rules in the acquisition of a cognitive skill.

Anderson, John R.; Fincham, Jon M.; Douglass, Scott

doi:10.1037/0278-7393.23.4.932

Cited by 186 publications

(207 citation statements)

References 19 publications

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“…It remains an open question, then, whether a qualitative process shift similar to that demonstrated here occurs in the case of recognition memory practice. Anderson et al (1997) found evidence for transfer of cued-recall retrieval practice to inverted items using a very different task than ours. They had subjects study items such as "Skydiving was practiced on Saturday at 5 p.m. and on Monday at 4 p.m." For each sport there was a rule to be discovered.…”

Section: Discussioncontrasting

confidence: 56%

“…Instead, it simply improves access to, or strengthens, the originally encoded episode, resulting in speedup and, potentially, even a drop of episodic retrieval from conscious awareness. Closely related ideas are embodied in several recent proposals in the literature (Anderson, Fincham, & Douglass, 1997;Crutcher & Ericsson, 2000;Pirolli & Anderson, 1985;Rabinowitz & Goldberg, 1995). As a concrete example, consider the case of semantically based mental imagery that is studied in Experiment 1.…”

mentioning

confidence: 96%

“…Anderson et al (1997) found that speedup with practice retrieving answers from one set of cues transferred positively to items in which the former responses constituted the cues. Similarly, Rabinowitz and Goldberg (1995) gave subjects practice on an alphabet arithmetic task (e.g., D ϩ 3 ϭ ?)…”

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confidence: 97%

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Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

Rickard¹,

Bajic²

2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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) to cued recall from episodic (image and sentence) memory was explored in 3 transfer experiments. In agreement with results from arithmetic, speedup following even minimal practice recalling a missing word from an episodically bound word triplet did not transfer positively to other cued recall items involving the same triplet. The shape of the learning curve further supported a shift from episode-based to IE-based recall, extending some models of skill learning to cued recall practice. In contrast with previous findings, these results indicate that a form of representation that is independent of the original episodic memory underlies cued-recall performance following minimal practice.

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Section: Discussioncontrasting

confidence: 56%

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confidence: 96%

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Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

Rickard¹,

Bajic²

2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…They may do so, for instance, (1) by retrieving a previously acquired, but perhaps not fully learned, production rule or schema, (2) by reasoning by analogy to a prior example in memory or in the tutor's glossary, or (3) by interpreting and applying a textbook rule or a tutor hint message (c.f., Anderson et al 1997).…”

Section: Unpacking the Process: What Causes Load In Tutored Problem Smentioning

confidence: 99%

Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

et al. 2010

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Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals, step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning, but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons, examples may help simply because they more quickly provide novices with information needed to induce generalized knowledge. Keywords Worked examples . Cognitive tutors . Cognitive load theoryIn recent years, a considerable number of studies have explored the conditions under which examples aid in acquiring cognitive skills (for a review, see Atkinson et al. 2000;Renkl 2005Renkl , 2010. Among other things, researchers have discovered (1) that examples are more effective than problems in the early stages of skill acquisition, (2) that problems are more effective in later stages (e.g., Kalyuga et al. 2003), (3) that interleaving examples and problems (i.e., example-problem pairs) is more effective than presenting examples and problems in blocks (Trafton and Reiser 1993), (4) that a gradual step-by-step fading of Educ Psychol Rev

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“…The heuristic-based information-processing models of Simon and Newell (1971) recognize analogy as an important strategy for searching in a problem space. 3 Similarly, analogical mapping has been incorporated in Anderson's ACT-R cognitive architecture as a potential mechanism for constructing new production rules 4 (J. R. Anderson, Fincham, & Douglass, 1997;Salvucci & Anderson, 2001). …”

Section: Cognitive Tools For Uncertaintymentioning

confidence: 99%

The Ecology of Financial Markets

Bouchaud¹,

Bonart

Donier³

et al.

Trades, Quotes and Prices

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This dissertation is motivated by the 2007-2009 financial crisis and the failure of the mainstream economic methodology to detect the increased fragility of the pre-crisis financial system. I explore the viability of alternative approaches focusing on the methodological blind spots that were revealed by the financial crisis. In particular, I focus on ecological approaches since economics and ecology share many phenomenological similarities but harbor many opposing methodological doctrines, which make them complementary. The collection of projects presented here is my attempt at facilitating crosspollination between the two disciplines dealing with similar problems. The first project considers the connections between ecology and economics, and provides a historical account of how analogical models inspired by different research paradigms led to the development of two contrasting methodological perspectives in economics, the classical physics worldview and the life sciences worldview. I find that the recent financial crisis precipitated a shift in economic methodology towards approaches inspired by life sciences.In the remaining two projects I apply ecological models to finance by combining network approaches with agent-based simulations to study contagion in banking systems. In the first simulation study I explore the impact of uncertainty on the stability of banking networks and show that information asymmetries lead to a striking increase in the risk of system collapse after a financial shock. In the second simulation study I investigate the relationship between concentration and resilience in banking systems. I find, counterintuitively, that an increase in concentration can be beneficial for system stability in certain conditions. Specifically, when concentration is decoupled from inequality, its increase can improve system resilience. Taken together, this thesis shows that ecological approaches can be fruitfully used to illuminate economic problems.

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The role of examples and rules in the acquisition of a cognitive skill.

Cited by 186 publications

References 19 publications

Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

Cued recall from image and sentence memory: A shift from episodic to identical elements representation.

Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

The Ecology of Financial Markets

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