Instructional strategy effects on the retention and transfer of procedures of different difficulty level

Research output: Contribution to journalArticleAcademic

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Abstract

In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.
Original languageUndefined
Pages (from-to)219-234
JournalActa psychologica
Volume70
Issue number3
DOIs
Publication statusPublished - 1989

Keywords

  • IR-70496

Cite this

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title = "Instructional strategy effects on the retention and transfer of procedures of different difficulty level",
abstract = "In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.",
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author = "Otto Jelsma and Pieters, {Julius Marie}",
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Instructional strategy effects on the retention and transfer of procedures of different difficulty level. / Jelsma, Otto; Pieters, Julius Marie.

In: Acta psychologica, Vol. 70, No. 3, 1989, p. 219-234.

Research output: Contribution to journalArticleAcademic

TY - JOUR

T1 - Instructional strategy effects on the retention and transfer of procedures of different difficulty level

AU - Jelsma, Otto

AU - Pieters, Julius Marie

PY - 1989

Y1 - 1989

N2 - In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.

AB - In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.

KW - IR-70496

U2 - 10.1016/0001-6918(89)90022-X

DO - 10.1016/0001-6918(89)90022-X

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JO - Acta psychologica

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