Training by exploration: facilitating the transfer of procedural knowledge through analogical reasoning

Kamouri, Anita L.; Kamouri, Joseph; Smith, Kirk H.

doi:10.1016/s0020-7373(86)80047-5

Cited by 85 publications

(50 citation statements)

References 29 publications

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“…Our view is that structural similarity is likely to aid in the process of decomposing tasks into subprocedures. This hypothesis is consistent with the results reported by Dixon and Gabrys (1991) and Kamouri et al (1986). In Dixon and Gabrys, for example, structurally similar devices used precisely the same organization of procedures into subprocedures, and many of subprocedures involved controls (such as a numeric keypad) that were similar across training and transfer.…”

Section: Resultssupporting

confidence: 88%

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Prior experience and complex procedures

1997

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The role of prior knowledge in learning complex procedures was investigated in a transfer task in which subjects learned two related procedures in sequence. In Experiment 1, we manipulated the conceptual and structural similarity between the two procedures; in Experiment 2, we manipulated whether the order of the steps within subprocedures was the same or different during training and transfer, or whether the order of the subprocedures was the same or different. The results lead us to hypothesize that transfer in complex procedures is mediated primarily by a memory for specific steps rather than by conceptual understanding or problem solving. In particular, we were able to model the results precisely on the assumption that subjects use superficial similarity to retrieve the sequences of steps needed to perform segments of the procedure.People successfully perform a variety of complex procedures every day, ranging from relatively mundane activities such as baking a cake or balancing a checkbook, to more technology-dependent procedures such as programming a VCR or using a fax machine. And although there are a few notorious counterexamples, even novel procedures are generally learned quickly with little apparent effort. For example, cooks typically can use a new recipe with ease, and a new model of banking machine usually poses no problem to a user. Our view is that the success that is typically enjoyed in such situations is a function of prior knowledge: Novel procedures are acquired easily when people are already familiar with similar procedures. Inthe present research, we were concerned with the nature of this prior knowledge and how it is used in acquiring new procedures.Previous research has suggested that two kinds ofknow1-edge might be involved in learning new procedures: conceptual knowledge and structural knowledge. Conceptual knowledge refers to information about why a procedure works, what a device does, or how it operates. For example, in learning to operate a VCR, relevant conceptual knowledge might include the fact that information is recorded on magnetic tape in the cassette, that the tape is transported from the one side of the cassette to the other during playing and recording, that VCR operations can be controlled by a programmable timer, and so on. On the other hand, structural knowledge refers to knowledge about the structure of the procedures: the steps that have to be performed, the order of the steps, their organization into subtasks, and the rules that determine legal sequences of steps. For example, structural knowledge regarding VCRs This research was supported by a Natural Sciences and Engineering Research Council of Canada research grant to the first author. Siobhan Nearey is now with the Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213. Correspondence should be addressed to P. Dixon, Department of Psychology, University of Alberta, Edmonton, AB, Canada T6G 2E9 (e-mail: pdixon@psych.ualberta.ca). might include the fact that there are procedures for setting the t...

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Section: Resultssupporting

confidence: 88%

“…Dixon and Gabrys concluded that the transfer occurred because an identical organization was used in the two tasks to group steps into subtasks. Similar conclusions were reached by Kamouri, Kamouri, and Smith (1986). After learning several different procedures, subjects produced substantial transfer to new tasks with formally identical structures.…”

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confidence: 75%

Prior experience and complex procedures

1997

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“…The problem seems to be that practice raises only control performance; it does not affect the amount of acquired knowledge (e.g. Kamouri et al 1986, Funke and Mu¨ller 1988, Putz-Osterloh et al 1988, Wallach 1996. Therefore, practice should be combined with exposure to structure diagrams, as shown by Kluwe (1996) and Preussler (1998).…”

Section: Cognitive Apprenticeshipmentioning

confidence: 99%

Designing training for process control simulators: a review of empirical findings and current practices

Kluge

Sauer

Schüler

et al. 2009

Theoretical Issues in Ergonomics Science

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Although simulators have been widely used as training environments in different industries (e.g. oil and nuclear power), there is little rigorous empirical work evaluating the effectiveness of the training methods employed. This article examines the use of simulator training in process control environments. The results of an exploratory field study are reported and the current practices of simulator training are described. The study revealed that simulator training varied considerably across organisations, often with little theoretical or empirical work to guide training design. To evaluate the utility and effectiveness of different methods of simulator training in process control environments, the article also presents a literature review of the research on laboratory-and field-based training. Several training methods are identified as having particular potential for temporal and adaptive transfer and are to be empirically tested in future studies.

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“…This improvement in transfer is believed to result from the use of analogical reasoning and hypothesis testing when acquiring procedural knowledge. It has also been reported that exploratory learning can be accomplished in the same or less amount of time as instruction-based training (Carroll, 1997;Kamouri, Kamouri, & Smith, 1986).…”

Section: Exploratory Modes Of Learning and Training -Problem-solvingmentioning

confidence: 98%

“…Fourth, computer software seemed an appropriate content domain for exploratory learning, Research on exploratory learning has revealed both advantages and disadvantages over traditional training. One reported advantage is improved transfer of learning (Carroll, 1997;Egan & Greeno, 1973;Kamouri, Kamouri, & Smith, 1986). This improvement in transfer is believed to result from the use of analogical reasoning and hypothesis testing when acquiring procedural knowledge.…”

Section: Exploratory Modes Of Learning and Training -Problem-solvingmentioning

confidence: 99%

Working Memory and Exploration in Training the Knowledge and Skills Required by Digital Systems

Dyer¹,

Salter²

2001

PsycEXTRA Dataset

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Training by exploration: facilitating the transfer of procedural knowledge through analogical reasoning

Cited by 85 publications

References 29 publications

Prior experience and complex procedures

Prior experience and complex procedures

Designing training for process control simulators: a review of empirical findings and current practices

Working Memory and Exploration in Training the Knowledge and Skills Required by Digital Systems

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