Annual Review of Psychology, Volume 47Janet T. Spence |
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Page 533
... task , and from strategy A to strategy C on the transfer task . A little training on the training tasks will affect only strategy A , which is shared with the transfer task . Thus , T hours of practice on the training task will save T ...
... task , and from strategy A to strategy C on the transfer task . A little training on the training tasks will affect only strategy A , which is shared with the transfer task . Thus , T hours of practice on the training task will save T ...
Page 534
... task familiarizes subjects with the shared instructional materials and thus saves them time in learning the transfer task . However , with increasing practice on the training task , subjects gain no further benefit on the transfer task ...
... task familiarizes subjects with the shared instructional materials and thus saves them time in learning the transfer task . However , with increasing practice on the training task , subjects gain no further benefit on the transfer task ...
Page 535
... task . If learners learn the transfer task by receiving immediate feedback whenever they do something wrong ( including exercising habits carried over from the training task ) , then they rapidly acquire the correct responses . On the ...
... task . If learners learn the transfer task by receiving immediate feedback whenever they do something wrong ( including exercising habits carried over from the training task ) , then they rapidly acquire the correct responses . On the ...
Contents
Copyright 1996 by Annual Reviews Inc All rights reserved | 34 |
THE DESIGN AND ANALYSIS OF SOCIALINTERACTION | 59 |
INDIVIDUAL DIFFERENCES AND CLINICAL | 87 |
Copyright | |
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