@article{ref1,
title="Strategy guidance and memory aiding in learning a problem-solving skill",
journal="Human factors",
year="1992",
author="Carlson, R. A. and Lundy, D. H. and Schneider, William",
volume="34",
number="2",
pages="129-145",
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.<p /> <p>Language: en</p>",
language="en",
issn="0018-7208",
doi="",
url="http://dx.doi.org/"
}