ABSTRACT
Skills are generally acquired by learning a set of facts about a task and developing appropriate procedures. For example, to learn to fly a plane, you first might learn the function of the flight controls and their locations and then practice manipulating the controls in appropriate sequences for a flight procedure. The practice part of training often cannot be done in the actual situation; a plane may not be available or the cost of the plane and an instructor on a regular basis may be prohibitive. In these situations, training is provided in alternative environments, or simulators, that mimic the target task. Designing simulators that will produce effective training has been a long-standing goal for those involved in skill acquisition, and the success of such simulations is generally measured by the effectiveness of subsequent performance on the actual task-the degree of “transfer” from the simulated to the real environment.
