What forms the chunks in a subject's performance? Lessons from the CHREST computational model of learning

Behavioral and Brain Sciences 24 (1):128-129 (2001)

Abstract
Computational models of learning provide an alternative technique for identifying the number and type of chunks used by a subject in a specific task. Results from applying CHREST to chess expertise support the theoretical framework of Cowan and a limit in visual short-term memory capacity of 3–4 looms. An application to learning from diagrams illustrates different identifiable forms of chunk.
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DOI 10.1017/s0140525x01363926
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