TRAINING EFFECTS AND WORKING-MEMORY CONTRIBUTIONS TO SKILL ACQUISITION IN A COMPLEX COORDINATION TASK

Componential and contextual procedures were used to train separate gro ups in a coordination task that involved dynamic spatial and verbal in formation. Mean differences analyses indicated performance improved as a result of training, was localized in the more difficult items, and equivalent across groups. However, further analyses provided evidence of differential working memory contributions across groups. Thus, diff erent training procedures fostered equivalent performance levels based on different resource requirements, an important consideration in tas ks performed under attentional load. Likely, this difference was relat ed to the functional consistency of information in the training proced ures. The broader implications of this study include the importance of detailed task analyses to determine consistent task elements before t raining programs are enacted and the importance of combining mean and individual differences analyses in studies of human cognition.