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Skill Acquisition

Skill Acquisition. Cognitive Stage Associative Stage Autonomous Stage. Skill. Procedural knowledge Acquired with cognitive mediation With practice, thinking time decreases according to the power function The limit is the cycle time of the instruments. Cognitive stage.

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Skill Acquisition

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  1. Skill Acquisition Cognitive Stage Associative Stage Autonomous Stage

  2. Skill • Procedural knowledge • Acquired with cognitive mediation • With practice, thinking time decreases according to the power function • The limit is the cycle time of the instruments

  3. Cognitive stage • Problem solving: Newell & Simon, 1972 • States, goals, operators, and search/selection • Operator acquisition: Learning by conditioning, observation, or education • Memory contains many operators • Selection of operators is by difference reduction and operator subgoaling

  4. Operator selection • Difference reduction: • Tropisms • Stochastic analysis • Umweg problems • Chess research (DeGroot, 1965f)

  5. Operator selection, continued • Operator subgoaling: • Subgoals are instrumental, not intrinsic • Can instrumental subgoals become intrinsic? • The miserly raccoon • Allport’s functional autonomy • Tool building is subgoaling: Kohler • Tower of Hanoi problem • Role of the frontal cortex

  6. The Associative Stage • Proceduralization: For the specific task, declarative knowledge is converted to procedural knowledge. • Find the median of 1,3,4,6,7,8,9 • Practice lessens the need for cognitive mediation in a rehearsal buffer/ rehearsal system (9X + 3) = 4 5 X

  7. The Associative Stage… • In proceduralization, recognition replaces recall • The recognition strategies are called production rules: • Heuristics for knowing (recognizing) when to apply a solution strategy. • Like vocabulary learning for a foreign language, production rules are not reversible. • In other words, practice improves production rules only in the direction practiced.

  8. Kinds of production rules • Novice rules: What do I need to know to solve a particular problem • I need to prepare supper. What ingredients do I need? (Subgoaling) • Expert rules: What do I know that I can use to solve the problem? • I need to prepare supper. What’s in the cupboard? • Expert rules reorganize solution strategies.

  9. Knowledge and skill • To be good at a skill, you have to acquire a lot of knowledge. • It takes time and effort to acquire a lot of knowledge. • When a certain amount of knowledge is acquired on a topic, you begin to see patterns. • Pattern recognition facilitates expert rules.

  10. The Autonomous Stage • The motor program • Open-loop performance • Closed-loop performance • Non-cognitive control • The monosynaptic stretch reflex: 30 msec • Cerebellar programs: 80 msec • Conscious reaction time: 200msec

  11. Motor schemas • Cognitive representations of a motor program • Generalizable to new tasks • Improve with practice • Adjustable with occasional feedback • Cf. partial reinforcement • Too much feedback can disrupt learning in any area

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