ERIC Number: EJ1099338
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: 58
Modeling the Distinct Phases of Skill Acquisition
Tenison, Caitlin; Anderson, John R.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v42 n5 p749-767 May 2016
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.
Descriptors: 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
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF); Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: 1007945; R305B090023