ABSTRACT
This chapter explores the psychological basis of electronic performance support and presents design guidance for incorporating this type of support in various application domains. After establishing the relationship between problem solving and electronic performance support, the main approach used by cognitive psychologists to study human problem solving is outlined. Relevant to the study of electronic performance support is psychological research into the learning processes involved with problem solving and the study of differences in problem-solving performance between experts and novices. Electronic performance support builds on and aims to enhance human cognitive structures and to reduce memory load. This is achieved by analysing skills and knowledge, and then presenting algorithmic procedures or rules for recurrent skills with prerequisite knowledge and feedback, and strategic knowledge for non-recurrent skills with supportive knowledge and feedback. The chapter focuses on the first approach and for the second approach the reader is referred to several volumes on instructional design (ID).
