Cognitive flexibility training in the reduction of skilled performance errors

Errors made by skilled performers can be especially problematic in many learning situations. Most theories of cognitive skill acquisition suggest that as learners become skilled at task performance they make fewer errors. However, some evidence suggests that they are more likely to make certain types of errors under some circumstances. These error types, termed 'strong-but-wrong,' do not appear to be random fluctuations in the cognitive system. Rather, they appear to be caused by the inappropriate execution of memory for familiar processing sequences. Although prior research has investigated cognitive skill acquisition and transfer errors associated with sequence memory, research has yet to establish a viable procedure for reducing errors of the strong-but-wrong type. The current study examined training methods that might minimize negative-transfer errors in a cognitive skill task (number reduction). One hypothesis examined whether increasing variability of the rule-sequences during training reduced transfer errors. A second hypothesis tested whether attention flexibility training (speed versus accuracy focus) reduced transfer errors. Evidence supported the sequence variability hypothesis. Those who were trained on a greater variety of rule-sequences made fewer transfer errors to new rule-sequences, although their processing times increased compared to those who were trained on a subset of the sequences. The data also revealed that those who received fewer training blocks made fewer strong-but-wrong transfer errors. There was no support for the attention flexibility training affecting errors.