Citation

Carlson RA, Lundy DH, Schneider W. Hum. Factors 1992; 34(2): 129-145.

Affiliation

Department of Psychology, Pennsylvania State University, University Park 16802.

Copyright

(Copyright © 1992, Human Factors and Ergonomics Society, Publisher SAGE Publishing)

DOI

unavailable

PMID

1601431

Abstract

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Language: en