Immediate and sustained effects of planning in problem solving

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Peter F. Delaney, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 1219-1234.
Language: English
Date: 2004
problem-solving, planning, memory, enhanced learning, strategies

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