Research in the PSET lab examines how people learn, solve problems, and interact with technology. We focus on understanding the cognitive and behavioral processes that underlie learning and on designing instructional methods, technologies, and interventions that improve performance in real-world contexts.
Most work in the PSET lab falls into three broad categories. Each reflects an enduring area of expertise in the lab, with subprojects that address specific questions and applications. Selected publications are provided.
Problem Solving & Learning Expertise
We investigate how people acquire skills, transfer knowledge, and adapt their learning strategies. Projects include subgoal learning, task analysis, practice schedules, and instructional design for procedural tasks.
Selected Publications:
Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(4), 1020-1031.
Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of Educational Psychology, 87(1), 5-17.
Eiriksdottir, E. & Catrambone, R. (2007). Using instructions in procedural tasks. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 959-964). Austin, TX: Cognitive Science Society.
Eiriksdottir, E., & Catrambone, R. (2008). How do people use instructions in procedural tasks. Proceedings of the Human Factors and Ergonomics Society 52nd Annual Meeting, 673-677.
Gane, B. D. & Catrambone, R. (2011). Extended practice in motor learning under varied practice schedules: Effects of blocked, blocked-repeated, and random schedules. In Proceedings of the Human Factors and Ergonomics Society 55th Annual Meeting (pp. 2143- 2147). Santa Monica, CA: Human Factors and Ergonomics Society.
Gane, B. D., & Catrambone, R. (2009, April). Practice schedules in cognitive skill acquisition: Effects of example order on categorization and problem solving. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA (AERA ’09).
Gane, B. D., & Catrambone, R. (2007). Ordering worked examples to promote categorization. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1019-1024). Austin, TX: Cognitive Science Society.
Instructional Design & Technology for Learning
We design and test instructional materials across various media, including instructional agents and multimedia presentations, as well as interventions, with a focus on efficiency, engagement, and knowledge transfer.
Selected Publications:
Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127(4), 355-376.
Byrne, M.D., Catrambone, R., & Stasko, J.T. (1999). Evaluating animations as student aids in learning computer algorithms. Computers & Education, 33, 253-278.
Catrambone, R., & Seay, A.F. (2002). Using animation to help students learn computer algorithms. Human Factors, 44(3), 495-511.
Zolna, J.S. and Catrambone, R. (2003). Semantic modality in information design: improving learning efficiency in multimedia environments. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting, Denver, CO.
Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33-58.
Gane, B. D., & Catrambone, R. (2006). Give learners questions to answer while they watch animated examples. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference on Learning Sciences – ICLS ’06 (pp. 922-923). Mahwah, NJ: Erlbaum.
Chen, D. & Catrambone, R. (2014). Effects of multimedia interactivity on spatial task learning outcomes. Proceedings of the 58th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1356-1360). Santa Monica, CA: Human Factors and Ergonomics Society. (PDF)
Miller, R., & Catrambone, R. (2024). Pedagogical Agent in Math versus Art Lessons: Impact on Learning, Perceived Workload, and Motivation. Sage Journals. https://doi.org/10.1177/10711813241262994
Human–Computer Interaction
Our work examines how humans interact with digital systems, ranging from multimedia instruction and virtual humans to mobile learning tools.
Selected Publications:
Park, S., & Catrambone, R. (2007). Social Facilitation Effects of Virtual Humans. Human Factors: The Journal of the Human Factors and Ergonomics Society, 49, 1054-1060.
Bujak, K. R. & Catrambone, R. (2008, November). Using Text Messages to Support Complex Learning Tasks. Poster presented at the Psychonomic Society 49th Annual Meeting, Chicago, IL, USA. (PDF).
Tidler, Z. R., Tatel, C. E., & Ackerman, P. L. (2022). The Internet and Manuals: A Use-Oriented Study of the Acquisition of Novel Procedural Knowledge. Sage Journals. https://doi.org/10.1177/1071181322661354
Gleaton, E., Parcell, E., Madera, M., Catrambone, R., & Walker, B. (2023). Understanding User Perspectives: What is the Meaning of Technology Mastery? Proceedings of the Human Factors and Ergonomics Society Annual Meeting. https://doi.org/10.1177/21695067231192628