The Effect of Task Complexity and Sequence on Rule Learning and Problem Solving

Bibliographic Data

ID5268369
AuthorsJohn Sweller (0000-0001-7855-9160, UNSW Sydney, corresponding author)
Year1976
Volume67
Issue4
Pages553-558
Publication date1976-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Psychology (JOURNAL)
Journal identifiersISSN: 0007-1269 • E-ISSN: 2044-8295
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8295.1976.tb01546.x
OpenAlexW1994284431
LanguageEN
Citations received5

Two experiments were carried out in order to test the effects of task sequence on the speed of rule learning and problem solving. Expt. I involved numerical rule-learning tasks. One group of subjects was presented with the tasks using a simple-complex sequence while another group was presented with the complex rather than the simple task initially. The simple-complex order resulted in a far superior performance. Expt. II tested the effect of task difficulty and task precedence using problem-solving tasks. Speed of problem solving was not found to be significantly affected by task order.These contrasting results were discussed in terms of hypothesis testing theory and learning hierarchies

Cognition · Cognitive psychology · Sequence (biology) · Sequence learning · Simple (philosophy) · Task (project management) · Test (biology) · Artificial Intelligence · Computer Science · Learning Styles and Cognitive Differences · Psychology · Statistics Education and Methodologies · Visual and Cognitive Learning Processes

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