The transfer of cognitive skill
The transfer of cognitive skill
The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
A quantitative model of the learning and performance of text editing knowledge
CHI '85 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Learning to use word processors: problems and prospects
ACM Transactions on Information Systems (TOIS)
The Architecture of Cognition
The UNIX Programming Environment
The UNIX Programming Environment
The Psychology of Human-Computer Interaction
The Psychology of Human-Computer Interaction
Getting into a system: External-internal task mapping analysis
CHI '83 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Learning text editor semantics by analogy
CHI '83 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Learning to text edit: semantics in procedural skill acquisition
Learning to text edit: semantics in procedural skill acquisition
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Human Problem Solving
ACM Transactions on Accessible Computing (TACCESS)
Skill transfer through goal-driven representation mapping
Cognitive Systems Research
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Two experiments studied the acquisition and transfer of text-editing skill. The first experiment, originally reported in Singley and Anderson (1985) but reanalyzed in greater detail here, found nearly total transfer between two similar line editors and partial transfer from the line editors to a screen editor. Analyses of the keystroke data revealed that the majority of the improvement during both learning and transfer was concentrated in the planning components of the skill. The second experiment found little evidence for negative transfer between a pair of screen editors designed for maximal interference using a classic interference paradigm. The few instances of negative transfer observed were better characterized as the positive transfer of nonoptimal methods rather than instances of true procedural interference. These results support an identical elements model of transfer based on a production system representation of cognitive skill. The relative magnitudes of transfer observed were consistent with detailed measures of production system overlap. In addition, localized transfer sites were hypothesized and identified through a series of microanalyses. Finally, specific transfer predictions based on the differential practice of general and specific components were tested and confirmed.