The influence of training and experience on memory strategy

Patrick, John, Morgan, Phillip L. ORCID: https://orcid.org/0000-0002-5672-0758, Smy, Victoria ORCID: https://orcid.org/0000-0003-3681-2783, Tiley, Leyanne, Seeby, Helen, Patrick, Tanya and Evans, Jonathan 2015. The influence of training and experience on memory strategy. Memory and Cognition 43 (5) , pp. 775-787. 10.3758/s13421-014-0501-3

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Abstract

This paper investigates whether, and if so how much, prior training and experience overwrite the influence of the constraints of the task environment on strategy deployment. This evidence is relevant to the theory of soft constraints that focuses on the role of constraints in the task environment (Gray, Simms, Fu, & Schoelles, Psychological Review, 113: 461–482, 2006). The theory explains how an increase in the cost of accessing information induces a more memory-based strategy involving more encoding and planning. Experiments 1 and 3 adopt a traditional training and transfer design using the Blocks World Task in which participants were exposed to training trials involving a 2.5-s delay in accessing goal-state information before encountering transfer trials in which there was no access delay. The effect of prior training was assessed by the degree of memory-based strategy adopted in the transfer trials. Training with an access delay had a substantial carry-over effect and increased the subsequent degree of memory-based strategy adopted in the transfer environment. However, such effects do not necessarily occur if goal-state access cost in training is less costly than in transfer trials (Experiment 2). Experiment 4 used a fine-grained intra-trial design to examine the effect of experiencing access cost on one, two, or three occasions within the same trial and found that such experience on two consecutive occasions was sufficient to induce a more memory-based strategy. This paper establishes some effects of training that are relevant to the soft constraints theory and also discusses practical implications.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology
Publisher:	Springer Verlag
ISSN:	0090-502X
Last Modified:	03 Nov 2022 09:28
URI:	https://orca.cardiff.ac.uk/id/eprint/104994

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