Using instructions in procedural tasks

The study examined whether an instruction-based strategy
(studying the instructions before attempting the task) or
task-based strategy (attempting the task and referencing
instructions) is more effective for procedural performance
and learning. Four groups of participants performed two
macramé tasks, and received detailed instructions at
different times in the process of attempting the tasks.
Performance was measured with task completion time. The
results indicated that the instruction-based strategy helped
procedural performance as compared to the task-based
strategy. Participants not made to use a specific strategy
showed the best performance and participants not having
access to detailed instructions did the worst. When
repeating the tasks a week later without instructions there
was no performance difference among the groups.