Abstract
When subjects learn a transformation skill in conditions that allow them to direct their attention freely to different subgoals, they adopt definite learning strategies which can be externalized by special techniques. Two of these techniques are described (expts. 1 and 2) and the free‐learning strategies revealed with their assistance are discussed. Such strategies may also be used in ‘controlled learning’ conditions, i.e. when a subject is taught the skill. In this case, the (computerized) teaching system acts as a surrogate for, and may be viewed as a model of, the subject's attention‐directing mechanism. Experiment 3 is concerned with learning controlled by a conversational system which entails a model based on a class of learning strategies; expt. 4 with a simple adaptive system, based on a single learning strategy. There are marked differences between the form and efficiency of learning in the free conditions and each of the two controlled conditions. These differences are described and a theoretical interpretation is proposed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: British Journal of Mathematical and Statistical Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
