Representation of Similar Well‐Learned Cognitive Procedures

Abstract

Continued practice on a task is characterized by several quantitative and qualitative changes in performance. The most salient is the speed‐up in the time to execute the task. To account for these effects, some models of skilled performance have proposed automatic mechanisms that merge knowlege structures associated with the task into fewer, larger structures. The present study investigated how the representation of similar cognitive procedures might interact with the success of such automatic mechanisms. In five experiments, subjects learned complex, multistep mental arithmetic procedures. These procedures included two types of knowledge thought to characterize most cognitive procedures: “component” knowledge for achieving intermediate results and “integrative” knowledge for organizing and integrating intermediate results. Subjects simultaneously practiced two procedures that had either the same component steps or the same integrative structure. Practiceeffect models supported a procedure‐independent representation for common component steps. The availability of these common steps for use in a new procedure was also measured. Steps practiced in the context of two procedures were expected to show greater transfer to a new procedure than steps learned in the context of a single procedure. This did not always occur. A model using component/integrative knowledge distinction reconciled these results by proposing that integrative knowledge operated on all steps of the procedure: An integral part of the knowledge associated with achieving an intermediate result or state includes how it contributes to later task demands. These results are discussed in the context of automatic mechanisms for skill acquisition.