Abstract
Kotovsky and Simon (1973) identified four basic subprocesses in their computer simulation of adult and adolescent performance on Thurstone letter series completion problems. In Experiment I, children from Grades 1 to 6 were pretested on those problems, and then experimental subjects were trained on two of the four processes as an attempt to experimentally support a correspondence between the computer subroutines and human cognitive processes. A posttest administered in the experimental and control conditions revealed a significantly greater improvement for experimental subjects, although both groups made significant gains. The children’s distributions of errors were consistent with Kotovsky and Simon’s predictions. In Experiment II, children from Grades 3 and 5 took four series completion tests without intervening training. The additional practice was sufficient for Grade 5 subjects to make improvements similar in magnitude to those produced by training. Grade 3 subjects, however, made no gains. These results are related to Tulving and Pearlstone’s (1966) distinction between the availability and the accessibility of memory traces.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Butterfield, E. C., Wambold, C., &Belmont, J M. On the theory and practice of improving short-term memory.American Journal of Mental Deficiency, 1973,77, 654–669.
Estes W K. Learning theory and intelligence.American Psychologist. 1974,29, 740–749.
Flavell, J. H., Beach, D. H., &Chinsky, J. M. Spontaneous verbal rehearsal in a memory task as a function of age.Child Development. 1966,37, 283–299.
Gagne, R. M.The conditions of learning. New York: Holt, Rinehart, & Winston, 1970.
Glaser, R. Individuals and learning: The new aptitudes.Educational Researcher, 1972,1, 5–13.
Glaser, R., & Resnick, L. B. Instructional psychology. In P. H. Mussen & M. R. Rosenzweig (Eds.),Annual Review of Psychology, 1972,23, 207–276.
Hunt, E., Frost, N., &Lunneboag, C. Individual differences in cognition: A new approach to intelligence. In G. H. Bower (Ed.),The psychology of learning and motivation. Advances in research and theory (Vol. 7). New York: Academic Press, 1973.
Kotovsky, K., &Simon, H. A. Empirical tests of a theory of human acquisition of concepts for sequential patterns.Cognitive Psychology, 1973,4, 399–424.
Moely, B. E., Olson, F. A., Halwes, T. G., &Flavell, J. H. Production deficiency in young children’s clustered recall.Developmental Psychology, 1969,1, 26–34.
Pascual-Leone, J. A mathematical model for the transition role in Piaget’s developmental stages.Acta Psychologica, 1970,32, 301–345.
Resnick, L. B. (Ed.). Hierarchies in children’s learning: A symposium.Instructional Science, 1973,2, 311–362.
Resnick, L. B., & Glaser, R. Problem solving and intelligence In L. B. Resnick (Ed.),The nature of intelligence. Hillsdale, N. J: Erlbaum, in press.
Simon, H. A., &KotovsKy, K. Human acquisition of concepts for sequential patterns.Psychological Review, 1963,70, 534–546.
Thurstone, L. L., &Thurstone, T. G.Factorial studies of intelligence. Chicago: University of Chicago Press, 1941.
Tulving, E., &Pearlstone, Z. Availability versus accessibility of information in memory for words.Journal of Verbal Learning and Verbal Behavior, 1966,5, 381–391.
Wang, M. D., Resnick, L. B., &Boozer, R. F. The sequence of development of some early mathematics behaviors.Child Development, 1971,42. 1767–1778.
Author information
Authors and Affiliations
Additional information
The research reported herein was supported by the Learning Research and Development Center, supported in part as a research and development center by funds from the National Institute of Education (NIE), United States Department of Health, Education, and Welfare. The opinions expressed do not necessarily reflect the position or policy of NIE, and no official endorsement should be inferred. Experiment I is based on research conducted by the first author in partial fulfillment of the requirements for the Master’s degree.
Rights and permissions
About this article
Cite this article
Holzman, T.G., Glaser, R. & Pellegrino, J.W. Process training derived from a computer simulation theory. Memory & Cognition 4, 349–356 (1976). https://doi.org/10.3758/BF03213188
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.3758/BF03213188