Task-Element and Individual Differences in Procedural Learning and Retention: A Model-Based Analysis

Abstract

The rate at which performance improves during training, and the extent to which information is retained during intervals without practice, is a concern of those who plan and manage military training. This report was prepared for the U.S. Army Research Institute, Ft. Knox, Kentucky, and illustrates the application of mathematical models to investigate issues regarding acquisition and retention of complex, military skills. The purpose of this report is to test a model of learning and retention of Armor procedures. Specifically, the ability of the model to account for task-element and individual differences identified in earlier research was examined. The findings of this report provide some empirical support for a model of procedural skill learning and retention which could be used to assist the training manager in determining training requirements for various tasks. However, the analysis of learning and retention issues is largely exploratory, and future research is necessary to confirm the findings of this study. This report concludes with a discussion of possible directions future research could take.

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