A motor perspective on language 'rule' learning with a critical look at 'critical periods' in skill acquisition

2011 ◽  
Author(s):  
A. Karni
Keyword(s):  
Skill Acquisition ◽  
Rule Learning ◽  
Critical Periods

High Performance Cognitive Skill Acquisition: Perceptual/Rule Learning

1987 ◽  
Vol 31 (6) ◽  
pp. 652-656 ◽  
Author(s):  
Arthur D. Fisk
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
High Performance ◽  
Rule Learning ◽  
Cognitive Skill ◽  
Rule Based ◽  
Real World Problem ◽  
Memory Overload ◽  
And Training

Two experiments examined the effects of inter-component consistency on skill acquisition in a class of cognitive demanding tasks requiring rapid integration of information as well as rapid application of rules. The role of consistency of external stimulus-to-rule linkage in facilitating the learning and performing of a rule-based classification task was examined. The present data have implications for the understanding and training of skilled problem solving tasks. When training allows the development of automatization of subcomponents of the problem solving activity, the chance of memory overload is reduced. The present data point to one such trainable subcomponent clearly present in most real-world problem solving situations - the perceptual and rule-based components.

BEYOND EXPLICIT RULE LEARNING

1997 ◽  
Vol 19 (2) ◽  
pp. 195-221 ◽  
Author(s):  
Robert M. DeKeyser
Keyword(s):  
Skill Acquisition ◽  
Cognitive Skills ◽  
Rule Learning ◽  
Sentence Production ◽  
Artificial Language ◽  
Function Learning ◽  
Fine Grained ◽  
Production Practice ◽  
Computer Controlled ◽  
Explicit Rule

This study is a fine-grained analysis of extensive empirical data on the automatization of explicitly learned rules of morphosyntax in a second language. Sixty-one subjects were taught four morphosyntactic rules and 32 vocabulary items in an artificial language. After they had reached criterion on a set of metalinguistic tests of grammar and vocabulary, they engaged in systematic, computer-controlled comprehension and production practice for 8 weeks. Comprehension practice consisted of choosing between pictures displayed on the computer screen to match a sentence; production practice consisted of typing the correct sentence corresponding to a picture. All subjects were taught the same rules and then practiced them, and all subjects had the same amount of comprehension and production practice, but which rules were practiced in comprehension and which in production varied between groups. Results show that the learning of morphosyntactic rules is highly skill-specific and that these skills develop very gradually over time, following the same power function learning curve as the acquisition of other cognitive skills. These results are consistent with current skill acquisition theory.

Using questions to facilitate motor skill acquisition

1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Motor Skill Acquisition

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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