Exploring the contributions of declarative and procedural information to training: A test of the procedural reinstatement principle |
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| Authors: | Keith R. Lohse Alice F. Healy |
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| Affiliation: | 1. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemu-gu, Seoul, Republic of Korea;2. Department of Psychology, Carnegie Mellon University, 5000 Forbes Ave., Pittsburgh, PA 15213, USA;1. Departament de Fisiologia i Inmunologia, Universitat de Barcelona, Barcelona, Spain (Drs Álvarez-Herms and Viscor, and MS Julià-Sánchez);2. Department of Sports Science, University of Innsbruck, Innsbruck, Austria (Drs Gatterer and Burtscher);1. Emory University, Wallace H. Coulter Department of Biomedical Engineering, U.A. Whitaker Building, 313 Ferst Drive NE, Atlanta, GA 30332, USA;2. University of Oregon, Department of Human Physiology, 1240 University of Oregon, Eugene, OR 97403, United States;1. Department of Psychology, University of Oslo, Norway;2. National Network for Infant Mental Health in Norway, The Center for Child and Adolescent Mental Health, Eastern and Southern Norway, Norway;3. The Center for Child and Adolescent Mental Health, Eastern and Southern Norway, Norway;4. Norwegian Centre for Violence and Traumatic Stress Studies, Norway |
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| Abstract: | According to the procedural reinstatement principle, procedural information leads to strong retention but limited transfer, whereas declarative information leads to poor retention but robust transfer. To test this principle in Experiment 1, participants were trained to perform a serial response task in one of 3 conditions (declarative, procedural, mixed) and were subsequently tested in either the same or another condition. Required responses were identical in the three conditions; they differed only in the emphasis given to declarative or procedural information. Consistent with the procedural reinstatement principle, in terms of response time procedural information was more durable than declarative information. In Experiment 2, transfer was assessed using procedural and declarative conditions, but participants transferred between response sequences within those conditions. Although there was transfer in response time between sequences with procedural information, the greatest magnitude of transfer was found in one direction with declarative information, consistent with the procedural reinstatement principle. |
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