Immediate and Sustained Effects of Planning in a Problem-Solving Task.
- 1 January 2004
- journal article
- Published by American Psychological Association (APA) in Journal of Experimental Psychology: Learning, Memory, and Cognition
- Vol. 30 (6), 1219-1234
- https://doi.org/10.1037/0278-7393.30.6.1219
Abstract
In 4 experiments, instructions to plan a task (water jugs) that normally produces little planning altered how participants solved the problems and resulted in enhanced learning and memory. Experiment 1 identified planning strategies that allowed participants to plan full solutions to water jugs problems. Experiment 2 showed that experience with planning led to better solutions even after planning was no longer required, whereas control participants showed little improvement. Experiments 3 and 4 showed that although the most recent planned solution could be recalled following a long filled retention interval, retroactive interference (RI) between successive problems resulted in much lower recall of earlier solutions. RI during plan generation could also explain participants' choice of depth-first planning strategies.This publication has 34 references indexed in Scilit:
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