Procedural Instructions, Principles, and Examples: How to Structure Instructions for Procedural Tasks to Enhance Performance, Learning, and Transfer
Procedural Instructions, Principles, and Examples: How to Structure Instructions for Procedural Tasks to Enhance Performance, Learning, and Transfer
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DOI：
10.1177/0018720811419154
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发表时间：
2011-12-01
期刊：
影响因子：
3.3
通讯作者：
Catrambone, Richard
中科院分区：
文献类型：
--
作者：
Eiriksdottir, Elsa;Catrambone, Richard
目的：本文的目的是探讨如何构建指令来提高程序性任务的绩效和学习。背景：指令的有效性的重要决定因素是指令的类型（程序信息、原则和实例）和教学目标（初始表现、学习和迁移）。方法：程序指令描述如何以逐步的方式完成任务，原则描述管理任务的规则，示例演示如何执行任务的实例。作者回顾了与每种类型的指令，以确定不同的教学目标的有效性的因素相关的研究文献。结果：结果表明可用性和易学性之间的权衡。具体的指导有助于初步的表现，而更一般的指导，需要解决问题，帮助学习和迁移。从指令中学习需要认知努力，研究表明，学习者通常选择低努力。然而，它是可能的，以满足这两个目标的良好的初始性能和学习的方法，如褪色，并通过结合不同类型的指令。结论：如何指令构建影响其有效性的目标，良好的初始性能，学习，和迁移，因此，它是重要的研究人员和从业者一样，以确定教学目标的指令。应用：如果目标是良好的初始性能，那么指令应该与手头的任务高度相似（例如，以详细的程序说明和例子的形式），但如果目标是良好的学习和迁移，那么说明就应该更抽象，诱导学习者为学习付出必要的认知努力。
Objective: The goal of this article is to investigate how instructions can be constructed to enhance performance and learning of procedural tasks.Background: Important determinants of the effectiveness of instructions are type of instructions (procedural information, principles, and examples) and pedagogical goal (initial performance, learning, and transfer).Method: Procedural instructions describe how to complete tasks in a stepwise manner, principles describe rules governing the tasks, and examples demonstrate how instances of the task are carried out. The authors review the research literature associated with each type of instruction to identify factors determining effectiveness for different pedagogical goals.Results: The results suggest a trade-off between usability and learnability. Specific instructions help initial performance, whereas more general instructions, requiring problem solving, help learning and transfer. Learning from instructions takes cognitive effort, and research suggests that learners typically opt for low effort. However, it is possible to meet both goals of good initial performance and learning with methods such as fading and by combining different types of instructions.Conclusion: How instructions are constructed influences their effectiveness for the goals of good initial performance, learning, and transfer, and it is therefore important for researchers and practitioners alike to define the pedagogical goal of instructions.Application: If the goal is good initial performance, then instructions should highly resemble the task at hand (e.g., in the form of detailed procedural instructions and examples), but if the goal is good learning and transfer, then instructions should be more abstract, inducing learners to expend the necessary cognitive effort for learning.