Search results for '*Skill Learning' (try it on Scholar)

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  1.  55
    Daniel B. Willingham, Joanna Salidis & John D. E. Gabrieli (2002). Direct Comparison of Neural Systems Mediating Conscious and Unconscious Skill Learning. Journal of Neurophysiology 88 (3):1451-1460.
  2.  24
    Edwin M. Robertson, Alvaro Pascual-Leone & Daniel Z. Press (2004). Awareness Modifies the Skill-Learning Benefits of Sleep. Current Biology 14 (3):208-212.
  3.  7
    Alfred H. Fuchs (1962). The Progression-Regression Hypotheses in Perceptual-Motor Skill Learning. Journal of Experimental Psychology 63 (2):177.
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  4.  3
    Ágnes Lukács & Ferenc Kemény (2015). Development of Different Forms of Skill Learning Throughout the Lifespan. Cognitive Science 39 (2):383-404.
    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning . Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view (...)
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  5.  33
    Ron Sun (2005). The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach. Psychological Review 112 (1):159-192.
    This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A (...)
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  6.  8
    Ron Sun, Todd Peterson & Edward Merrill, Bottom-Up Skill Learning in Reactive Sequential Decision Tasks.
    This paper introduces a hybrid model that unifies connectionist, symbolic, and reinforcement learning into an integrated architecture for bottom-up skill learning in reactive sequential decision tasks. The model is designed for an agent to learn continuously from on-going experience in the world, without the use of preconceived concepts and knowledge. Both procedural skills and high-level knowledge are acquired through an agent’s experience interacting with the world. Computational experiments with the model in two domains are reported.
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  7.  15
    Ron Sun, Todd Peterson & Edward Merrill, A Bottom-Up Model of Skill Learning.
    We present a skill learning model CLARION. Different from existing models of high-level skill learning that use a topdown approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward low-level skill learning, where procedural knowledge develops first and declarative knowledge develops later. CLAR- ION is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line learning. We compare the model with human data in a minefield navigation task. A (...)
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  8.  2
    Lawrence Karlin & Rudolf G. Mortimer (1962). Effects of Visual and Verbal Cues on Learning a Motor Skill. Journal of Experimental Psychology 64 (6):608.
  9.  3
    Lawrence Karlin & Rudolf G. Mortimer (1963). Effect of Verbal, Visual, and Auditory Augmenting Cues on Learning a Complex Motor Skill. Journal of Experimental Psychology 65 (1):75.
  10.  6
    Ron Sun, Skill Learning Using A Bottom-Up Hybrid Model.
    top-down approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward lowlevel skill learning, where procedural knowledge develops rst and declarative knowledge develops from it. Clarionwhich follows this approach is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line learning. We compare the model with human data in a mine eld navigation task. A match between the model and human data is observed in several comparisons.
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  11.  8
    Edward A. Bilodeau & Ina McD Bilodeau (1958). Variable Frequency of Knowledge of Results and the Learning of a Simple Skill. Journal of Experimental Psychology 55 (4):379.
  12.  5
    Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné (1951). The Effects of an Interfering Task on the Learning of a Complex Motor Skill. Journal of Experimental Psychology 41 (1):1.
  13.  4
    Kenneth A. Blick & Edward A. Bilodeau (1963). Interpolated Activity and the Learning of a Simple Skill. Journal of Experimental Psychology 65 (5):515.
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  14.  29
    Ellen Fridland (2013). Imitation, Skill Learning, and Conceptual Thought: An Embodied, Developmental Approach. In Liz Swan (ed.), Origins of Mind. 203--224.
  15.  35
    Ellen Fridland (2014). Skill Learning and Conceptual Thought: Making Our Way Through the Wilderness. In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and Its Implications. Routledge
  16. Yongmin Chang (2014). Reorganization and Plastic Changes of the Human Brain Associated with Skill Learning and Expertise. Frontiers in Human Neuroscience 8.
  17. Yong Kyun Kim & Sung Hun Shin (2014). Comparison of Effects of Transcranial Magnetic Stimulation on Primary Motor Cortex and Supplementary Motor Area in Motor Skill Learning. Frontiers in Human Neuroscience 8.
  18.  13
    Robrecht Prd van der Wel, Natalie Sebanz & Guenther Knoblich (2012). The Sense of Agency During Skill Learning in Individuals and Dyads. Consciousness and Cognition 21 (3):1267-1279.
    The sense of agency has received much attention in the context of individual action but not in the context of joint action. We investigated how the sense of agency developed during individual and dyadic performance while people learned a haptic coordination task. The sense of agency increased with better performance in all groups. Individuals and dyads showed a differential sense of agency after initial task learning, with dyads showing a minimal increase. The sense of agency depended on the context (...)
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  19.  22
    Luca A. Finelli & Terrence J. Sejnowski (2005). What is Consolidated During Sleep-Dependent Motor Skill Learning? Behavioral and Brain Sciences 28 (1):70-71.
    Learning procedural skills involves improvement in speed and accuracy. Walker proposes two stages of memory consolidation: enhancement, which requires sleep, and stabilization, which does not require sleep. Speed improvement for a motor learning task but not accuracy occurs after sleep-dependent enhancement. We discuss this finding in the context of computational models and underlying sleep mechanisms.
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  20.  5
    Jörn Diedrichsen & Katja Kornysheva (2015). Motor Skill Learning Between Selection and Execution. Trends in Cognitive Sciences 19 (4):227-233.
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  21.  5
    Ellen Fridland (2013). 6 Skill Learning and Conceptual Thought. In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and its Implications. Routledge 13--77.
  22.  45
    Ron Sun, Top-Down Versus Bottom-Up Learning in Cognitive Skill Acquisition.
    This paper explores the interaction between implicit and explicit processes during skill learning, in terms of top-down learning (that is, learning that goes from explicit to implicit knowledge) versus bottom-up learning (that is, learning that goes from implicit to explicit knowledge). Instead of studying each type of knowledge (implicit or explicit) in isolation, we stress the interaction between the two types, especially in terms of one type giving rise to the other, and its effects on (...)
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  23.  50
    Edward Merrillb & Todd Petersonb (2001). From Implicit Skills to Explicit Knowledge: A Bottom‐Up Model of Skill Learning. Cognitive Science 25 (2):203-244.
  24.  52
    M. E. Raichle (2000). The Neural Correlates of Consciousness: An Analysis of Cognitive Skill Learning. In Michael S. Gazzaniga (ed.), The New Cognitive Neurosciences: 2nd Edition. MIT Press
  25.  13
    Johan M. Koedijker, Jamie M. Poolton, Jonathan P. Maxwell, Raôul R. D. Oudejans, Peter J. Beek & Rich S. W. Masters (2011). Attention and Time Constraints in Perceptual-Motor Learning and Performance: Instruction, Analogy, and Skill Level. Consciousness and Cognition 20 (2):245-256.
    We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly or (...)
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  26. Daniel B. Willingham (1998). A Neuropsychological Theory of Motor Skill Learning. Psychological Review 105 (3):558-584.
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  27. Prahlad Gupta & Neal J. Cohen (2002). Theoretical and Computational Analysis of Skill Learning, Repetition Priming, and Procedural Memory. Psychological Review 109 (2):401-448.
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  28. Richard A. Schmidt (1975). A Schema Theory of Discrete Motor Skill Learning. Psychological Review 82 (4):225-260.
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  29. Wai-Tat Fu & John R. Anderson (2006). From Recurrent Choice to Skill Learning: A Reinforcement-Learning Model. Journal of Experimental Psychology: General 135 (2):184-206.
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  30. Richard A. Carlson (2003). Skill Learning. In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group
  31. A. F. Healy (2009). Skill Learning, Enhancement Of. In Hal Pashler (ed.), Encyclopedia of the Mind. Sage Publications
     
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  32. Lior Shmuelof & John W. Krakauer (2014). Recent Insights Into Perceptual and Motor Skill Learning. Frontiers in Human Neuroscience 8.
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  33. Hiroaki Suzuki, Hitoshi Ohnishi & Chie Takeba (2008). A Case Study Approach to the Sources of Slumps in Skill Learning. Transactions of the Japanese Society for Artificial Intelligence 23:86-95.
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  34. Cj Winstein & Ra Schmidt (1987). Relative Frequency of Knowledge of Results and Complex Motor Skill Learning. Bulletin of the Psychonomic Society 25 (5):328-328.
     
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  35.  10
    B. Scott & A. Bansal (2013). A Cybernetic Computational Model for Learning and Skill Acquisition. Constructivist Foundations 9 (1):125-136.
    Context: Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. Problem: The aim of the paper is to explain some key phenomena frequently observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Method: In the 1970s, the first author (...)
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  36. Craig Speelman & Kim Kirsner (2006). Beyond the Learning Curve: Skill Acquisition and the Construction of Mind. Oxford University Press Uk.
    For years now, learning has been at the heart of research within cognitive psychology. How do we acquire new knowledge and new skills? Are the principles underlying skill acquisition unique to learning, or similar to those underlying other behaviours? Is the mental system essentially modular, or is the mental system a simple product of experience, a product that, inevitably, reflects the shape of the external world with all of its specialisms and similarities? This new book takes the view (...)
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  37. Craig Speelman & Kim Kirsner (2005). Beyond the Learning Curve: Skill Acquisition and the Construction of Mind. Oxford University Press Uk.
    For years now, learning has been at the heart of research within cognitive psychology. How do we acquire new knowledge and new skills? Are the principles underlying skill acquisition unique to learning, or similar to those underlying other behaviours? Is the mental system essentially modular, or is the mental system a simple product of experience, a product that, inevitably, reflects the shape of the external world with all of its specialisms and similarities? This new book takes the view (...)
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  38.  15
    Oskar Lindwall & Anna Ekström (2012). Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. [REVIEW] Human Studies 35 (1):27-49.
    This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following (...)
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  39. Ida Selbing, Björn Lindström & Andreas Olsson (2014). Demonstrator Skill Modulates Observational Aversive Learning. Cognition 133 (1):128-139.
  40.  13
    Susan L. Epstein (1994). For the Right Reasons: The FORR Architecture for Learning in a Skill Domain. Cognitive Science 18 (3):479-511.
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  41.  6
    Paul Hager (2004). Front-Loading, Workplace Learning and Skill Development. Educational Philosophy and Theory 36 (5):523–534.
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  42. Elsa Eiriksdottir & Richard Catrambone (2015). The Effects of Timing of Exposure to Principles and Procedural Instruction Specificity on Learning an Electrical Troubleshooting Skill. Journal of Experimental Psychology: Applied 21 (4):383-394.
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  43. Wai-Tat Fu & John R. Anderson (2008). Dual Learning Processes in Interactive Skill Acquisition. Journal of Experimental Psychology: Applied 14 (2):179-191.
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  44. Akihiro Kashihara & Makoto Itoh (2015). Fadable Scaffolding for Developing Skill in Cognitive Tool for Learning. Transactions of the Japanese Society for Artificial Intelligence 30 (3):559-569.
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  45. Gary W. Ladd & Jacquelyn Mize (1983). A Cognitive-Social Learning Model of Social-Skill Training. Psychological Review 90 (2):127-157.
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  46. R. A. Magill & Kj Green (1989). Implicit Learning in a Complex Tracking Skill. Bulletin of the Psychonomic Society 27 (6):488-488.
     
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  47. Nicole T. Ong, Keith R. Lohse & Nicola J. Hodges (2015). Manipulating Target Size Influences Perceptions of Success When Learning a Dart-Throwing Skill but Does Not Impact Retention. Frontiers in Psychology 6.
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  48. Mohan Matthen (2015). Play, Skill, and the Origins of Perceptual Art. British Journal of Aesthetics 55 (2):173-197.
    Art is universal across cultures. Yet, it is biologically expensive because of the energy expended and reduced vigilance. Why do humans make and contemplate it? This paper advances a thesis about the psychological origins of perceptual art. First, it delineates the aspects of art that need explaining: not just why it is attractive, but why fine execution and form—which have to do with how the attraction is achieved—matter over and above attractiveness. Second, it states certain constraints: we need to explain (...)
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  49.  22
    Alexander Renkl (2014). Toward an Instructionally Oriented Theory of Example‐Based Learning. Cognitive Science 38 (1):1-37.
    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) (...)
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  50.  11
    Øyvind F. Standal (2011). Re-Embodiment: Incorporation Through Embodied Learning of Wheelchair Skills. [REVIEW] Medicine, Health Care and Philosophy 14 (2):177-184.
    In this article, the notion of re-embodiment is developed to include the ways that rearrangement and renewals of body schema take place in rehabilitation. More specifically, the embodied learning process of acquiring wheelchair skills serves as a starting point for fleshing out a phenomenological understanding of incorporation of assistive devices. By drawing on the work of Merleau-Ponty, the reciprocal relation between acquisition habits and incorporation of instruments is explored in relation to the learning of wheelchair skills. On the (...)
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