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T G Holzman1, R Glaser, J W Pellegrino
1University of Pittsburgh, 15260, Pittsburgh, Pennsylvania.
Memory & Cognition
|February 3, 2011
Summary
This study investigated cognitive processes in solving letter series problems. Training on specific subprocesses improved performance in children, supporting computer simulation models of human cognition.
Area of Science:
- Cognitive Psychology
- Artificial Intelligence
- Educational Psychology
Background:
- Kotovsky and Simon (1973) proposed four subprocesses for Thurstone letter series completion.
- Understanding human cognitive processes in problem-solving is crucial for developing effective educational strategies.
- The relationship between computational models and human cognitive performance requires empirical validation.
Purpose of the Study:
- To experimentally test the correspondence between computer-simulated subprocesses and human cognitive processes in solving letter series problems.
- To investigate the impact of targeted training on specific cognitive subprocesses in children.
- To explore developmental differences in learning and performance on series completion tasks.
Main Methods:
- Experiment I: Pretesting, targeted training on two of four identified subprocesses, and posttesting of children (Grades 1-6) in experimental and control groups.
- Experiment II: Administering series completion tests to children (Grades 3 and 5) with and without intervening training to assess practice effects.
- Analysis of error distributions to compare with theoretical predictions.
Main Results:
- Experimental subjects showed significantly greater improvement than control subjects after training, supporting the model's subprocesses.
- Both trained and untrained groups demonstrated significant gains, indicating general learning effects.
- Grade 5 children improved with practice alone, while Grade 3 children did not, suggesting developmental differences in memory accessibility.
Conclusions:
- The findings support the validity of Kotovsky and Simon's (1973) computer-simulated subprocesses in explaining human performance on letter series tasks.
- Training on specific cognitive subprocesses can enhance problem-solving skills in children.
- Developmental factors, such as the availability versus accessibility of memory traces, influence learning and performance.
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