Modeling the Distinct Phases of Skill Acquisition

Autor/inn/en	Tenison, Caitlin; Anderson, John R.
Titel	Modeling the Distinct Phases of Skill Acquisition
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (2016) 5, S.749-767 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000204
Schlagwörter	Skill Development; Mathematics Skills; Learning Processes; Markov Processes; Arithmetic; Problem Solving; Reaction Time; Learning Strategies; Neurology; Associative Learning; Drills (Practice); College Students; Statistical Analysis; Models; Data Interpretation; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning process; Lernprozess; Markowscher Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Reaktionsvermögen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Neurologie; Collegestudent; Statistische Analyse; Analogiemodell; Data evaluation; Datenauswertung; Monte-Carlo-Methode
Abstract	A focus of early mathematics education is to build fluency through practice. Several models of skill acquisition have sought to explain the increase in fluency because of practice by modeling both the learning mechanisms driving this speedup and the changes in cognitive processes involved in executing the skill (such as transitioning from calculation to retrieval). In the current study, we use hidden Markov modeling to identify transitions in the learning process. This method accounts for the gradual speedup in problem solving and also uncovers abrupt changes in reaction time, which reflect changes in the cognitive processes that participants are using to solve math problems. We find that as participants practice solving math problems they transition through 3 distinct learning states. Each learning state shows some speedup with practice, but the major speedups are produced by transitions between learning states. In examining and comparing the behavioral and neurological profiles of each of these states, we find parallels with the 3 phases of skill acquisition proposed by Fitts and Posner (1967): a cognitive, an associative, and an autonomous phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01