Processing Well-Learned Material

Processing Well-Learned Material
Assume a person is faced with a high element interactivity task such as
navigating from one location to another in a city. How the person deals
with that task depends on the learning continuum. The right side of the
matrix of continua of Fig. 1 is considered in this section. At this extreme,
the person will have learned all that is needed to handle the information using
automated schemas. Where to turn, the consequences of being in one traYc
lane rather than another, and even where there are bumps or potholes in the
road are all incorporated in appropriate schemas. At this extreme of the
matrix of continua, schemas act as a central executive when brought into
working memory. They coordinate the huge number of sensory inputs and
motor outputs with virtually no load on working memory. All the myriad of
elements associated with driving from point a to point b are ordered and
organized by the appropriate schemas. The driver will not engage in
problem-solving search and may arrive at the destination with almost no
conscious eVort. Working memory limitations do not impinge on perform-
ance at this end of the continuum because the automated schemas generating
actions do not impose an appreciable working memory load. Other activities
requiring working memory, such as holding a conversation or thinking about
an unrelated activity, can be carried out easily because little working memory
capacity is required for navigation.
Similarly, for any well-learned activity, such as reading a book, using a
computer, going for a walk, and listening to music, schemas tell us what to
listen or look at, what to do, and when to do it. For such material, the well-
learned nature of the information permits schemas to govern and coordinate
the various elements; this central executive function of schemas allows huge
amounts of information to be both held and processed in working memory.
Problem-solving search to establish appropriate relations between elements
does not occur. It has no function because suitable schemas determine all
Evolution of human cognitive architecture 233relations between elements. Under these conditions, working memory
limitations are not in evidence (Ericsson & Kintsch, 1995), providing we do
not come across new, unfamiliar material for which we have not acquired
schemas. When faced with new, unlearned material (i.e., material for which
a schema is not available to act as a central executive) diVerent processes are
required