Suchergebnisse

Two experiments were conducted to examine the effects of part-task training on the acquisition and retention of a memory-dependent skill. Participants received extensive practice on a semantic category, memory/visual search task in one of three training conditions. To assess the effects of part-task training on memory element unitization, subjects trained on one third, one half, or all of the memory set elements during any given training session. Transfer tests requiring whole-task performance provided one index of training effectiveness. The results suggest that consistent memory sets can be unitized even if part-task training is used. Indeed, part-task training was as effective as whole-task training when immediate transfer was assessed. Part-task training produced retention performance equivalent to whole-task training when retention performance was determined by both target and distract or learning. Retention performance was superior for part-task training compared with whole-task training when performance was based on only target learning.