David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Cognitive Science 32 (1):162-183 (2008)
The present study discusses findings that replicate and extend the original work of Burns and Vollmeyer (2002), which showed that performance in problem solving tasks was more accurate when people were engaged in a non-specific goal than in a specific goal. The main innovation here was to examine the goal specificity effect under both observation-based and conventional action-based learning conditions. The findings show that goal specificity affects the accuracy of problem solving in the same way, both when the learning stage of the task is observationbased and when it is action-based. Additionally, the findings show that, when instructions do not promote goal specificity, observation-based problem solving is as effective as action-based problem solving.
|Keywords||Problem solving Observation vs. intervention Skill acquisition and learning|
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