ABSTRACT
Structural, or conceptual, knowledge is defined as the knowledge of concepts and their interrelationships with one another. Although it has been shown that structural knowledge is predictive of expertise (e.g., Goldsmith, Johnson, & Acton, 1991), questions remain about how it develops, especially with respect to procedural knowledge. For example, Rittle-Johnson, Siegler, and Alibali (2001) propose that procedural and structural knowledge develop in an iterative fashion, with increases in one leading to increases in the other. The current studies, however, explore a situation in which procedural training leads to better problem solving performance but impaired structural knowledge.
