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5,167
Transfer of Cognitive Skill
, 1989
"... A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing the s ..."
Abstract
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Cited by 894 (22 self)
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A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing
The Skill Content of Recent Technological Change: An Empirical Exploration
, 2000
"... Recent empirical and case study evidence documents a strong association between the adoption of computers and increased use of college educated or non-production workers. With few exceptions, the conceptual link explaining how computer technology complements skilled labor or substitutes for unskille ..."
Abstract
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Cited by 643 (28 self)
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of workers from Census and CPS files for 1960 – 1998 augmented with Dictionary of Occupational Title variables describing their occupations ’ requirements for routine and non-routine cognitive and manual skills. We find that computerization is associated with declining relative industry demand for routine
Toward an instance theory of automatization
- Psychological Review
, 1988
"... This article presents a theory in which automatization is construed as the acquisition of a domain-specific 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 ..."
Abstract
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Cited by 647 (38 self)
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). If the conversation is deep enough, we may find ourselves and the scholar arriving at the office rather than the restaurant, or we may discover that we aren't sure whether we put two or three scoops of coffee into the pot. Automaticity is also an important phenomenon in skill acqui-sition (e.g., Bryan &
Cognitive load during problem solving: effects on learning
- COGNITIVE SCIENCE
, 1988
"... Considerable evidence indicates that domain specific knowledge in the form of schemes is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested t ..."
Abstract
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Cited by 639 (13 self)
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Considerable evidence indicates that domain specific knowledge in the form of schemes is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested
Eliciting self-explanations improves understanding
- Cognitive Science
, 1994
"... Learning involves the integration of new information into existing knowledge. Generoting explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. ..."
Abstract
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Cited by 577 (22 self)
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Learning involves the integration of new information into existing knowledge. Generoting explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples
Formative assessment and the design of instructional systems.
- Instructional Science,
, 1989
"... Abstract. The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less rele ..."
Abstract
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Cited by 316 (3 self)
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that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.
The Cyclical Behavior of Skill Acquisition
, 1998
"... : Individuals routinely devote time to skill acquisition by pursuing activities such as formal schooling, formal employer-provided training, and informal on-the-job training. Here, we use a business-cycle model to analyze the general-equilibrium implications of a representative agent's decision ..."
Abstract
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Cited by 26 (1 self)
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: Individuals routinely devote time to skill acquisition by pursuing activities such as formal schooling, formal employer-provided training, and informal on-the-job training. Here, we use a business-cycle model to analyze the general-equilibrium implications of a representative agent
Cognitive Skill Acquisition
- ANNUAL REVIEW OF PSYCHOLOGY
, 1996
"... Cognitive skills acquisition is acquiring the ability to solve problems in intellectual tasks, where success is determined more by the subjects' knowledge than their physical prowess. This chapter reviews reseach conducted in the last ten years on cognitive skill acquisition. It covers the i ..."
Abstract
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Cited by 104 (4 self)
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Cognitive skills acquisition is acquiring the ability to solve problems in intellectual tasks, where success is determined more by the subjects' knowledge than their physical prowess. This chapter reviews reseach conducted in the last ten years on cognitive skill acquisition. It covers
The impact of conceptions of ability on selfregulatory factors and motor-skill acquisition
- Journal of Sport and Exercise Psychology
, 1991
"... Tested the hypothesis that induced conceptions of ability as a stable entity or as an acquirable skill would affect self-regulatory mechanisms governing performance in a simulated organization. Ss served as managerial decision makers in which they had to match employees to subfunctions and to discov ..."
Abstract
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Cited by 148 (6 self)
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Tested the hypothesis that induced conceptions of ability as a stable entity or as an acquirable skill would affect self-regulatory mechanisms governing performance in a simulated organization. Ss served as managerial decision makers in which they had to match employees to subfunctions
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