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The Curve of Learning With and Without Instructions
Leendert van Maanen1, Yuyao Zhang1, Maarten De Schryver2
1Utrecht University, NL.
Journal of Cognition
|June 10, 2024
Summary
Instructions provide an initial performance boost in skill acquisition but do not yield long-lasting benefits. The complexity of the skill may determine if instructions have enduring effects on behavior.
Area of Science:
- Cognitive Psychology
- Motor Learning
- Human Performance
Background:
- Skill acquisition often involves learning stimulus-response mappings.
- Both explicit instructions and repeated practice are known to enhance performance.
- The interaction between instructions and practice for optimal skill learning is not fully understood.
Purpose of the Study:
- To investigate the interaction between instructions and practice in skill acquisition.
- To determine if initial instructions lead to long-term performance improvements.
- To analyze how skill complexity influences the lasting effects of instructions.
Main Methods:
- Analysis of learning curves for stimulus-response mappings of varying complexity.
- Application of evidence accumulation modeling to assess learning trajectories.
- Comparison of performance across different stages of skill acquisition.
Main Results:
- Instructions confer an initial advantage, improving performance in early learning stages.
- No evidence was found for long-lasting performance benefits from initial instructions.
- The impact of instructions on long-term behavior appears minimal.
Conclusions:
- Initial instructions offer a temporary performance boost rather than sustained improvement.
- The complexity of the skill is a critical factor in determining the enduring effects of instructions.
- Further research is needed to fully elucidate the role of skill complexity in instruction efficacy.
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