Declarative and Procedural Knowledge in Skill Acquisition: An Aptitude — Treatment Interaction Framework for Training

1988 ◽  
Vol 32 (18) ◽  
pp. 1241-1245
Author(s):  
Phillip L. Ackerman ◽  
Ruth Kanfer
Keyword(s):  
Skill Acquisition ◽  
Procedural Knowledge ◽  
Empirical Studies ◽  
Attentional Focus ◽  
Knowledge Compilation ◽  
Attentional Model ◽  
Complex Skill ◽  
Intellectual Abilities ◽  
Treatment Interaction ◽  
Empirical Demonstration

This paper focuses on the interactions among four constructs during skill acquisition: (1) the dynamic changes in attentional demands of the task to be acquired, (2) individual differences in cognitive and intellectual abilities, (3) conative (motivational), metacognitive processes involved in changes of attentional focus, and (4) knowledge structures acquired through part-task training. An attentional model is reviewed that describes how these variables interact during three phases of skill acquisition (i.e., during declarative knowledge, knowledge compilation, and at the level of proceduralized knowledge). Empirical demonstration of the framework is provided in the context of complex skill acquisition. Supportive results from a series of empirical studies are reviewed.

Need for cognition and complex skill training: An attribute-treatment interaction

2009 ◽  
Author(s):  
Lauren E. McEntire ◽  
Xiaoqian Wang ◽  
Eric A. Day ◽  
Vanessa K. Kowollik ◽  
Paul R. Boatman ◽  
...  
Keyword(s):  
Skill Training ◽  
Need For Cognition ◽  
Complex Skill ◽  
Treatment Interaction

Guided Mindfulness: Using Expert Schemas to Evaluate Complex Skill Acquisition

2020 ◽  
pp. 233-256
Author(s):  
Mina Milosevic ◽  
Katherine Rau ◽  
Lida P. Ponce ◽  
Nicholas A. Moon ◽  
Nisha Quraishi ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Complex Skill ◽  
Complex Skill Acquisition

Relating Goal Orientation to the Acquisition of a Complex Skill: Does the Context Matter?

2002 ◽  
Vol 46 (12) ◽  
pp. 988-992
Author(s):  
Eric Anthony Day ◽  
Charlene Stokes ◽  
Erich C. Fein
Keyword(s):  
Goal Orientation ◽  
Skill Acquisition ◽  
Learning Performance ◽  
Skill Retention ◽  
Training Outcomes ◽  
Complex Skill ◽  
Athletic Achievement ◽  
Computer Based ◽  
Structure Accuracy ◽  
And Performance

The extant literature on goal orientation is primarily focused on scholastic and athletic achievement. This study extends the literature by examining the viability of three goal orientation dimensions (learning, performance-approach, and performance-avoid) as predictors of complex skill acquisition. Ninety-eight males participated in 7 hours of training in order to learn a computer-based task that simulated the demands of a dynamic aviation environment. Participants completed paper-and-pencil measures of global and task-specific goal orientation as well as a test of general cognitive ability ( g). Training outcomes included declarative knowledge, knowledge structure accuracy, skill acquisition, skill retention, and skill transfer. The results indicated that both performance-approach and performance-avoid orientations explained unique variance in training outcomes beyond that explained by g. However, both performance orientations were related to the training outcomes only when operationalized as task-specific orientations, not when operationalized as global dispositions. Learning orientation was not significantly related to the training outcomes.

On Discontinuities in Motor Learning: A Longitudinal Study of Complex Skill Acquisition on a Ski-Simulator

2003 ◽  
Vol 35 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Déborah Nourrit ◽  
Didier Delignières ◽  
Nicolas Caillou ◽  
Thibault Deschamps ◽  
Brice Lauriot
Keyword(s):  
Longitudinal Study ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Complex Skill ◽  
Complex Skill Acquisition

Interlesson spacing and task-related processing during complex skill acquisition.

1999 ◽  
Vol 5 (4) ◽  
pp. 413-437 ◽  
Author(s):  
Wayne L. Shebilske ◽  
Barry P. Goettl ◽  
Kip Corrington ◽  
Eric Anthony Day
Keyword(s):  
Skill Acquisition ◽  
Complex Skill ◽  
And Task ◽  
Complex Skill Acquisition

Attentional Focus and Motor Learning in Clinical Settings and in Older Age: A Review

2015 ◽  
Vol 3 (2) ◽  
pp. 123-139 ◽  
Author(s):  
Gal Ziv ◽  
Ronnie Lidor
Keyword(s):  
Skill Acquisition ◽  
Attentional Focus ◽  
Older Age ◽  
Control Group ◽  
Clinical Settings ◽  
Older Individuals ◽  
Motor Skill Acquisition ◽  
External Focus ◽  
Current Article ◽  
Clinical Populations

During the past two decades, research has shown that an external focus (EF) of attention is superior to an internal focus (IF) of attention when performing a variety of motor skills. However, most of the studies on the use of EF and IF instructions for motor skill acquisition were conducted on young and healthy adults. The purpose of the current article was fourfold: (a) to review the current research on attentional focus in clinical populations and in older age, (b) to provide evidence-based knowledge about attentional focus instructions and their possible advantages in clinical settings, (c) to discuss methodological concerns associated with the reviewed studies, and (d) to propose practical implications for those who work with clinical populations and older individuals. We found that in 14 out of the 18 reviewed studies, EF instructions led to results that were superior to those of IF instructions. For example, in stroke patients, EF instructions can lead to faster, smoother, and more forceful reaching movements compared with IF instructions. However, a number of methodological concerns should be taken into account, among them the lack of a control group and the absence of studies using electromyography.

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