Teaching a long sequence of behavior using whole task training, forward chaining, and backward chaining.

Abstract

Whole task training, forward chaining, and backward chaining techniques were compared in teaching two different 120-step sequences of behavior to college students. In Exp. 1 participants learned a sequence that began with easy movements, progressed through more difficult movements, and ended with easy movements. Whole task training resulted in more errors than either forward or backward chaining. Differences were found in the location of errors. Both whole task training and forward chaining resulted in fewer errors at the beginning of the sequence and backward chaining resulted in fewer errors at the end of the sequence. Because the results of Exp. 1 may have been affected by the increased difficulty of the middle of the sequence, Exp. 2 was undertaken using a sequence of behavior where all segments were of equal difficulty. Whole task training and forward chaining resulted in fewer errors than backward chaining. The location of errors was similar to that found in Exp. 1.