Training by exploration: facilitating the transfer of procedural knowledge through analogical reasoning

Abstract

This study compared exploration-based training and instruction-based training as methods of acquiring and transferring procedural device knowledge, and examined whether any differences in learning outcomes could be explained by the trainees' use of analogical reasoning from either abstract or concrete representations of devices in memory. The exploration trainees experimented with three analogous simulated devices in order to discover the procedures governing their operations, whereas the instructed trainees followed procedural examples contained in manuals. After a 2-day post-training delay, trainees were exposed to a novel transfer device, which was either analogous or disanalogous to the three training devices. Performance on the novel device, subjects' perceptions of the similarity among devices' functions and subjects' recall (written and behavioural) of the three training devices' operations, all provided data indicating that exploration-based training promoted the use of analogical reasoning in knowledge transfer and facilitated the induction of abstract device representations (schemas). No such claim could be made for instruction-based training. Implications for the future of exploration as a training method and suggestions for future research are discussed.