The acquisition of robust and flexible cognitive skills.
Open accessAbstract
The authors introduce a model of skill acquisition that incorporates elements of both traditional models and models based on embedded cognition by striking a balance between top-down and bottom-up control. A knowledge representation is used in which pre- and postconditions are attached to actions. This model captures improved performance due to learning not only in terms of shorter solution times and lower error rates during the task but also in an increased flexibility to solve similar problems and robustness against unexpected events. In 3 experiments using a complex aviation task, the authors contrasted instructions that explicitly stated pre- and postconditions with conventional instructions that did not. The instructions with pre- and postconditions led to better and more robust performance than other instructions, especially on problems that required transfer. The parameters of the model were estimated to obtain a quantitative fit of the results of Experiment 1, which was then successfully used to predict the results of Experiments 2 and 3.
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Taatgen et al.'s (2008) ACT-R model shows how behavioral control shifts from an internal, declarative task representation to environmental cues when acquiring a new action routine.
“Taatgen et al. (2008) developed a model within the ACT-R (adaptive control of thoughtrational) cognitive architecture that shows how behavioral control shifts from an internal, declarative task representation to environmental cues when acquiring a new action routine.”
From Psychology of Habit. (2016) · cites this paper as Taatgen et al. 2008
With practice, explicit memory retrieval is gradually transformed into a process by which perceptual cues trigger the relevant action directly.
“With practice, explicit memory retrieval is gradually transformed into a process by which perceptual cues trigger the relevant action directly.”
From Psychology of Habit. (2016) · cites this paper as Taatgen et al. 2008
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Self-citationExplaining the Impact of Formal Institutions on Social Trust: A Psychological Approach
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Towards automatic generation of multimodal AR-training applications and workflow descriptions
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Relationship and transfer between mental and written arithmetic
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Enhancing peer instruction in physics: Understanding cognitive processes and refining rules
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Self-citationTesting the skill-based approach: Consolidation strategy impacts attentional blink performance
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Self-citationCognitive Skills in Medicine: An Introduction
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Cognitive Skill in Medicine: An Introduction
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Asymmetric Attention: Visualizing the Uncertain Threat
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Individuals' Decisions in the Presence of Multiple GoalsPreprint
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Interactive Grounding and Inference in Learning by Instruction
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Training Platforms for Industrial Maintenance and Assembly
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- Authors
- Taatgen, N. A., Huss, D., Dickison, D., & Anderson, J. R.
- Affiliations
- University of Groningen (NL)
- Carnegie Mellon University (US)
- Venue
- Journal of Experimental Psychology: General
- Published
- 2008
- Volume
- 137
- Issue
- 3
- Pages
- 548-565
- ISSN
- 0096-3445 (ISSN-L)
- 1939-2222
- OpenAlex
- W2149826736
- Cited by
- 115
- References
- 52
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 7 · 2022: 3 · 2021: 3 · 2020: 9 · 2019: 5 · 2018: 8 · 2017: 3 · 2016: 2 · 2015: 9 · 2014: 9 · 2013: 11 · 2012: 3
- FWCI
- 19.03
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Journal of Experimental Psychology General (publishedVersion)
- PubMed (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion)
- KiltHub Repository (submittedVersion)
- Figshare (submittedVersion, cc-by)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
- KiltHub Repository
- Funders
- National Aeronautics and Space Administration (NRA2-38169)
- Air Force Office of Scientific Research (FA-95500710359)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › AI-based Problem Solving and Planning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- skill acquisition, embedded cognition, top-down and bottom-up control, preconditions and postconditions, knowledge representation, transfer of learning, explicit instruction, cognitive flexibility
- MeSH terms
- Attention, Aviation, Cognition, Computer Graphics, Computer Simulation, Concept Formation, Humans, Learning, Models, Psychological, Orientation, Pattern Recognition, Visual, Practice, Psychological, Problem Solving, Psychomotor Performance, Reaction Time, Mental Recall, Transfer, Psychology
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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