Serial Step Learning of Cognitive Sequences

Tasks that require performing a series of cognitive steps may vary (a) in the goal structures they imply and (b) in the relationships among the inputs and outputs of component steps. In 3 experiments the authors tested the role of these characteristics in determining the benefits of practicing with a consistent sequence of component steps. When subjects solved simple mathematical equations by using either a hierarchical or a flat goal structure, the results showed a benefit of a consistent sequence in both goal structure conditions. In another experiment, the main manipulation was whether the components steps were cascaded, requiring the output of a step to be used as input to a subsequent step. The results showed a greater benefit of a consistent sequence for the cascaded task than for a task that encapsulated each step. These results suggest that knowledge acquired from serial step learning is incorporated in the representation of each component step.