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Learning and transfer from a simple dynamic system
Swedish National Defence College, Department of Military Studies, Command & Control Studies Division.
2005 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 46, no 2, p. 119-131Article in journal (Refereed) Published
Abstract [en]

The amount of learning gained from being assisted in completing the task of bringing a predator-prey system into equilibrium by controlling the predator population was investigated. Learning was explored both by post-task questioning and by testing for transfer to another predator-prey task. Participants were 28 undergraduate psychology students, all female. They were randomly and evenly split into an experiment group that was subjected to a learning session with the first task before being tested in the second task, and a control group that only performed the second task. What was most needed in the first task was help in sticking to analytically derived conclusions by resisting "common sense" responses. There was a significant transfer effect on performance to the second task, stemming from learning shown by half the participants in the experiment group. The other half showed hardly any learning. Learning in about half the subjects has proven a stable finding.

Place, publisher, year, edition, pages
2005. Vol. 46, no 2, p. 119-131
Keywords [en]
learning, transfer, interrelatedness, indirect control, analytical thinking, intuition
National Category
Psychology
Identifiers
URN: urn:nbn:se:fhs:diva-2432DOI: 10.1111/j.1467-9450.2005.00442.xISI: 000227591500003OAI: oai:DiVA.org:fhs-2432DiVA, id: diva2:475661
Available from: 2012-01-11 Created: 2012-01-11 Last updated: 2017-12-08Bibliographically approved

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Jensen, Eva

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