The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Toward an instance theory of automatization.
Abstract
This article presents a theory in which automatization is construed as the acquisition of a domainspeciSc knowledge base, formed of separate representations, instances, of each exposure to the task. Processing is considered automatic if it relies on retrieval of stored instances, which will occur only after practice in a consistent environment. Practice is important because it increases the amount retrieved and the speed of retrieval; consistency is important because it ensures that the retrieved instances will be useful. The theory accounts quantitatively for the power-function speed-up and predicts a power-function reduction in the standard deviation that is constrained to have the same exponent as the power function for the speed-up. The theory accounts for qualitative properties as well, explaining how some may disappear and others appear with practice. More generally, it provides an alternative to the modal view of automaticity, arguing that novice performance is limited by a lack of knowledge rather than a scarcity of resources. The focus on learning avoids many problems with the modal view that stem from its focus on resource limitations. Automaticity is an important phenomenon in everyday mental life. Most of us recognize that we perform routine activities quickly and effortlessly, with little thought and conscious awareness—in short, automatically (James, 1890). As a result, we often perform those activities on "automatic pilot " and turn our minds to other things. F…
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“In strengthening, KCs become more accessible with repeated use, resulting in faster and more reliable retrieval of KCs.”
From The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012) · cites this paper as Logan, 1988
In the citing paper
“Two principle processes underlying fluency gains are knowledge compilation (e.g., Anderson & Lebiere, 1998) and memory strengthening (e.g., Logan, 1988).”
From The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012) · cites this paper as Logan, 1988
In the citing paper
“The race model suggests a single-stage model, theorizing that skill acquisition is solely driven by the continuous amassing of instances, which corresponds to a quantitative (rather than a qualitative) change in the mechanism.”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as Logan, 1988
In the citing paper
“yet competing theoretical models with fewer stages also exist”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as Logan, 1988
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Metadata
- Authors
- Logan, G. D.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Logan, Gordon D.
- ORCID
- Logan, Gordon D.
- Venue
- Psychological Review
- Published
- 1988-10
- Volume
- 95
- Issue
- 4
- Pages
- 492-527
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2073371272
- Cited by
- 3,466
- References
- 8
- Citations by year
- 2026: 78 · 2025: 99 · 2024: 105 · 2023: 78 · 2022: 94 · 2021: 95 · 2020: 139 · 2019: 156 · 2018: 116 · 2017: 106 · 2016: 111 · 2015: 107 · 2014: 130 · 2013: 107 · 2012: 134
- FWCI
- 37.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Human Factors and Ergonomics › Human-Automation Interaction and Safety
- Keywords
- automation, automaticity, domain knowledge base, practice, consistency, retrieval speed, standard deviation reduction, skill acquisition
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