NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ825138
Record Type: Journal
Publication Date: 2009-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0278-7393
The Temporal Dynamics of Strategy Execution in Cognitive Skill Learning
Bajic, Daniel; Rickard, Timothy C.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v35 n1 p113-121 Jan 2009
The transition from algorithmic to memory-based performance is a core component of cognitive skill learning. There has been debate about the temporal dynamics of strategy execution, with some models assuming a race (i.e., independent, capacity unconstrained parallel processing) between algorithm and retrieval, and others assuming a choice mechanism. The authors investigated this issue using a new approach that allows the latency of each algorithm step to be measured, in turn providing new insight into (a) whether there is slowing of 1 or more algorithm steps on trials immediately preceding the 1st retrieval trial for an item, as might be expected if there is a competitive strategy execution process of some type other than a race, and (b) whether there is partial algorithm completion on retrieval trials, as would be expected if the 2 strategies are executed in parallel. Results are uniquely consistent with a strategy choice mechanism involving a competition between the retrieval strategy and the 1st step of the algorithm.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A