The influence of training and experience on memory strategy

Memory and Cognition

Volumn 43, Issue 5, 2015, Pages 775-787

  Patrick, John ^a   Morgan, Phillip L ^b   Smy, Victoria ^a   Tiley, Leyanne ^a   Seeby, Helen ^a   Patrick, Tanya ^a   Evans, Jonathan ^a  

^a CARDIFF UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF THE WEST OF ENGLAND   (United Kingdom)

Author keywords

Access cost; Experience; Soft constraints; Strategy; Training; Transfer

Indexed keywords

ADOLESCENT; ADULT; FEMALE; HUMAN; LEARNING; MALE; MEMORY; MIDDLE AGED; PHYSIOLOGY; PSYCHOMOTOR PERFORMANCE; YOUNG ADULT;

ADOLESCENT; ADULT; FEMALE; HUMANS; MALE; MEMORY; MIDDLE AGED; PRACTICE (PSYCHOLOGY); PSYCHOMOTOR PERFORMANCE; TRANSFER (PSYCHOLOGY); YOUNG ADULT;

EID: 84931571701     PISSN: 0090502X     EISSN: 15325946     Source Type: Journal    
DOI: 10.3758/s13421-014-0501-3     Document Type: Article

References (63)

1. Allport, A., Styles, E. A., & Hsieh, S. (1994). Shifting intentional set: Exploring the dynamic control of tasks. In C. Umilta & M. Moscovitch (Eds.), Attention and performance XV (pp. 421–452). Cambridge: MIT Press.
2. Altmann, E. M., & Gray, W. D. (2008). An integrated model of cognitive control in task switching. Psychological Review, 115, 602–639.
3. Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192–210.
4. Anderson, J. R. (1990). The adaptive character of thought. Hillsdale: Erlbaum.
5. Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111(4), 1036–1060.
6. Anderson, J. R., & Lebiere, C. (1998). The atomic components of thought. Mahwah: Erlbaum.
7. Ballard, D. H., Hayhoe, M. M., & Pelz, J. B. (1995). Memory representations in natural tasks. Journal of Cognitive Neuroscience, 7(1), 66–80.
8. Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), 299–315.
9. Carroll, J. M., & Rosson, M. B. (1987). Paradox of the active user. In J. M. Carroll (Ed.), Interfacing thought:Cognitive aspects of human–computer interaction (pp. 80–111). Cambridge: MIT Press.
10. Cary, M., & Carlson, R. A. (2001). Distributing working memory resources during problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 836–848.
11. Chater, N., & Oaksford, M. (1999). Ten years of the rational analysis of cognition. Trends in Cognitive Sciences, 3(2), 57–65.
12. Clawson, D. M., Healy, A. F., Ericsson, K. A., & Bourne, L. E., Jr. (2001). Retention and transfer of Morse code reception skill by novices: Part–whole training. Journal of Experimental Psychology: Applied, 7, 129–142.
13. Crossman, E. R. F. W. (1959). A theory of the acquisition of speed-skill. Ergonomics, 2, 153–166.
14. De Corte, E. (2003). Transfer as the productive use of acquired knowledge, skills, and motivations. Current Directions in Psychological Science, 12, 142–146.
15. Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191.
16. Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160.
17. Field, A. P. (2013). Discovering statistics using IBM statistics: And sex and drugs and rock ‘n’ roll (4th ed.). London: Sage.
18. Franks, J. J., Bilbrey, C. W., Lien, K. G., & McNamara, T. P. (2000). Transfer-appropriate processing (TAP) and repetition priming. Memory & Cognition, 28, 1140–1151.
19. Fu, W.-T., & Gray, W. D. (2000). Memory versus perceptual-motor tradeoffs in a blocks world task. Proceedings of the 22nd annual conference of the Cognitive Science Society (pp. 154–159). Hillsdale, NJ: Erlbaum.
20. Fu, W.-T., & Gray, W. D. (2004). Resolving the paradox of the active user: Stable suboptimal performance in interactive tasks. Cognitive Science, 28, 901–935.
21. Gick, M. L., & Holyoak, K. J. (1987). The cognitive basis of knowledge transfer. In S. M. Cornier & J. D. Hagman (Eds.), Transfer of learning: Contemporary research and applications (pp. 9–47). San Diego: Academic Press.
22. Gray, W. D., & Boehm-Davis, D. A. (2000). Milliseconds matter: An introduction to microstrategies and their use in describing and predicting interactive behavior. Journal of Experimental Psychology: Applied, 6, 322–335.
23. Gray, W. D., & Fu, W.-T. (2004). Soft constraints in interactive behavior: The case of ignoring perfect knowledge in-the-world for imperfect knowledge in-the-head. Cognitive Science, 28, 359–383.
24. Gray, W. D., Simms, C. R., Fu, W.-T., & Schoelles, M. J. (2006). The soft constraints hypothesis. A rational analysis approach to resource allocation for interactive behavior. Psychological Review, 113, 461–482.
25. Hamilton, C. E., & Mola, W. R. (1953). Warm-up effect in human maze learning. Journal of Experimental Psychology, 45, 437–441.
26. Healy, A. F., Wohldmann, E. L., Sutton, E. M., & Bourne, L. E., Jr. (2006). Specificity effects in training and transfer of speeded responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 534–546.
27. Herrnstein, R. J., & Vaughn, W. (1980). Melioration and behavioral allocation. In J. E. R. Staddon (Ed.), Limits to action: The allocation of behavior (pp. 143–176). New York: Academic Press.
28. Irion, A. L. (1948). The relation of "set" to retention. Psychological Review, 55, 336–341.
29. LeFevre, J., Bisanz, J., Daley, K. E., Buffone, L., Greenham, S. L., & Sadesky, G. S. (1996). Multiple routes to solution of single-digit multiplication problems. Journal of Experimental Psychology: General, 125(3), 23.
30. Lemaire, P., & Lecacheur, M. (2010). Strategy switch costs in arithmetic problem solving. Memory & Cognition, 38(3), 322–332.
31. Loewenstein, G. F., Read, D., & Baumeister, R. (2003). Time and decision: Economic and psychological perspectives on intertemporal choice. New York: Russell Sage Foundation.
32. Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492–527.
33. Lovett, M. C., & Anderson, J. R. (1996). History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology, 31, 168–217.
34. Lovett, M. C., & Schunn, C. D. (1999). Task representations, strategy variability and base-rate neglect. Journal of Experimental Psychology: General, 128(2), 107–130.
35. Luchins, A. S. (1942). Mechanization in problem solving. Psychological Monographs, 54, 248.
36. Luchins, A. S., & Luchins, E. H. (1959). Rigidity of behavior: A variational approach to the effect of Einstellung. Eugene: University of Oregon Books.
37. Luwel, K., Lemaire, P., & Verschaffel, L. (2005). Children’s strategies in numerosity judgment. Cognitive Development, 20, 448–471.
38. Luwel, K., Schillemans, V., Onghena, P., & Verschaffel, L. (2009). Does switching between strategies within the same task involve a cost? British Journal of Psychology, 100, 753–771.
39. Luwel, K., Verschaffel, L., Onghena, P., & De Corte, E. (2003). Analyzing the adaptiveness of strategy choices using the choice/no-choice method: The case of numerosity judgement. European Journal of Cognitive Psychology, 15, 511–537.
40. Monsell, S. (2003). Task switching. Trends in Cognitive Sciences, 7, 134–140.
41. Morgan, P. L., & Patrick, J. (2013). Paying the price works: Increasing goal access cost improves problem solving and mitigates the effect of interruption. Quarterly Journal of Experimental Psychology, 66(1), 160–178.
42. Morgan, P. L., Patrick, J., & Tiley, L. (2013). Improving the effectiveness of an interruption lag by inducing a memory-based strategy. Acta Psychologica, 142(1), 87–95.
43. Morgan, P. L., Patrick, J., Waldron, S. M., King, S. L., & Patrick, T. (2009). Improving memory after interruption: Exploiting soft constraints and manipulating information access cost. Journal of Experimental Psychology: Applied, 15(4), 291–306.
44. Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer-appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533.
45. Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1–55). Hillsdale: Erlbaum.
46. O’Hara, K. P., & Payne, S. J. (1998). The effects of operator implementation cost on planfulness of problem solving and learning. Cognitive Psychology, 35, 34–70.
47. O’Hara, K. P., & Payne, S. J. (1999). Planning and the user interface: The effects of lockout time and error recovery cost. International Journal of Human-Computer Studies, 50, 41–59.
48. Osgood, C. E. (1949). The similarity paradox in human learning: A resolution. Psychological Review, 56, 132–143.
49. Payne, J. W., Bettman, J. R., & Johnson, E. J. (1993). The adaptive decision maker. New York: Cambridge University Press.
50. Provost, A., Johnson, B., Karayanidis, F., Brown, S. D. & Heathcote, A. (2013). Two routes to expertise in mental rotation. Cognitive Science, 37,(7), 1321–1342
51. Reder, L. M. (1987). Strategy selection in question answering. Cognitive Psychology, 19, 90–138.
52. Reder, L. M., & Klatzky, R. (1994). Transfer: Training for performance. In D. Druckman & R. A. Bjork (Eds.), Learning, remembering, believing: Enhancing team and individual performance (pp. 25–56). Washington: National Academy Press.
53. Rieskamp, J., & Otto, P. E. (2006). SSL: A theory of how people learn to select strategies. Journal of Experimental Psychology: General, 135, 207–236.
54. Riley, J. M., Endsley, M. R., Bolstad, C. A., & Cuevas, H. M. (2006). Collaborative planning and situation awareness in army command and control. Ergonomics, 49, 1139–1153.
55. Roediger, H. L., III, Gallo, D. A., & Geraci, L. (2002). Processing approaches to cognition: The impetus from the Levels-of-Processing framework. Memory, 10(5/6), 319–332.
56. Rogers, R. D., & Monsell, S. (1995). Cost of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124, 207–231.
57. Siegler, R. S., & Shipley, C. (1995). Variation, selection, and cognitive change. In T. Simon & G. Halford (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 31–76). Hillsdale: Erlbaum.
58. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
59. Sweller, J., & Levine, M. (1982). Effects of goal specificity on means ends analysis and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 463–474.
60. Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247–261. 384–395, 553–564.
61. Vollmeyer, R., Burns, B. D., & Holyoak, K. J. (1996). The impact of goal specificity on strategy use and the acquisition of problem structure. Cognitive Science, 20, 75–100.
62. Waldron, S. M., Patrick, J., & Duggan, G. B. (2011). The influence of goal-state access cost on planning during problem solving. Quarterly Journal of Experimental Psychology, 64(3), 485–503.
63. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625–636.