Results for '*Skill Learning'

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  1. Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive‐Motor Skill Learning.Joseph J. Thompson, C. M. McColeman, Ekaterina R. Stepanova & Mark R. Blair - 2017 - Topics in Cognitive Science 9 (2):467-484.
    Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action is delayed relative to the other actions in (...)
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  2.  25
    Awareness Modifies the Skill-Learning Benefits of Sleep.Edwin M. Robertson, Alvaro Pascual-Leone & Daniel Z. Press - 2004 - Current Biology 14 (3):208-212.
  3.  57
    Direct Comparison of Neural Systems Mediating Conscious and Unconscious Skill Learning.Daniel B. Willingham, Joanna Salidis & John D. E. Gabrieli - 2002 - Journal of Neurophysiology 88 (3):1451-1460.
  4.  8
    The Progression-Regression Hypotheses in Perceptual-Motor Skill Learning.Alfred H. Fuchs - 1962 - Journal of Experimental Psychology 63 (2):177.
  5. Testing Sleep Consolidation in Skill Learning: A Field Study Using an Online Game.Tom Stafford & Erwin Haasnoot - 2017 - Topics in Cognitive Science 9 (2):485-496.
    Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, (...)
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  6. Testing Sleep Consolidation in Skill Learning: A Field Study Using an Online Game.Tom Stafford & Erwin Haasnoot - 2016 - Topics in Cognitive Science 8 (4).
    Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, (...)
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  7.  5
    Development of Different Forms of Skill Learning Throughout the Lifespan.Ágnes Lukács & Ferenc Kemény - 2015 - 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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  8.  37
    The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach.Ron Sun - 2005 - 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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  9.  8
    Bottom-Up Skill Learning in Reactive Sequential Decision Tasks.Ron Sun, Todd Peterson & Edward Merrill - unknown
    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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  10.  15
    A Bottom-Up Model of Skill Learning.Ron Sun, Todd Peterson & Edward Merrill - unknown
    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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  11.  8
    Effects of Visual and Verbal Cues on Learning a Motor Skill.Lawrence Karlin & Rudolf G. Mortimer - 1962 - Journal of Experimental Psychology 64 (6):608.
  12.  3
    Effect of Verbal, Visual, and Auditory Augmenting Cues on Learning a Complex Motor Skill.Lawrence Karlin & Rudolf G. Mortimer - 1963 - Journal of Experimental Psychology 65 (1):75.
  13.  6
    Skill Learning Using A Bottom-Up Hybrid Model.Ron Sun - unknown
    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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  14.  12
    Variable Frequency of Knowledge of Results and the Learning of a Simple Skill.Edward A. Bilodeau & Ina McD Bilodeau - 1958 - Journal of Experimental Psychology 55 (4):379.
  15.  9
    The Effects of an Interfering Task on the Learning of a Complex Motor Skill.Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné - 1951 - Journal of Experimental Psychology 41 (1):1.
  16.  7
    Interpolated Activity and the Learning of a Simple Skill.Kenneth A. Blick & Edward A. Bilodeau - 1963 - Journal of Experimental Psychology 65 (5):515.
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  17.  33
    Imitation, Skill Learning, and Conceptual Thought: An Embodied, Developmental Approach.Ellen Fridland - 2013 - In Liz Swan (ed.), Origins of Mind. pp. 203--224.
  18.  42
    Skill Learning and Conceptual Thought: Making Our Way Through the Wilderness.Ellen Fridland - 2014 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and Its Implications. Routledge.
  19.  17
    The Sense of Agency During Skill Learning in Individuals and Dyads.Robrecht Prd van der Wel, Natalie Sebanz & Guenther Knoblich - 2012 - 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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  20.  22
    What is Consolidated During Sleep-Dependent Motor Skill Learning?Luca A. Finelli & Terrence J. Sejnowski - 2005 - 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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  21.  10
    6 Skill Learning and Conceptual Thought.Ellen Fridland - 2013 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and its Implications. Routledge. pp. 13--77.
  22.  1
    Reorganization and Plastic Changes of the Human Brain Associated with Skill Learning and Expertise.Yongmin Chang - 2014 - Frontiers in Human Neuroscience 8.
  23. Comparison of Effects of Transcranial Magnetic Stimulation on Primary Motor Cortex and Supplementary Motor Area in Motor Skill Learning.Yong Kyun Kim & Sung Hun Shin - 2014 - Frontiers in Human Neuroscience 8.
  24.  13
    Motor Skill Learning Between Selection and Execution.Jörn Diedrichsen & Katja Kornysheva - 2015 - Trends in Cognitive Sciences 19 (4):227-233.
  25. A Neuropsychological Theory of Motor Skill Learning.Daniel B. Willingham - 1998 - Psychological Review 105 (3):558-584.
  26.  54
    From Implicit Skills to Explicit Knowledge: A Bottom‐Up Model of Skill Learning.Edward Merrillb & Todd Petersonb - 2001 - Cognitive Science 25 (2):203-244.
  27.  7
    A Schema Theory of Discrete Motor Skill Learning.Richard A. Schmidt - 1975 - Psychological Review 82 (4):225-260.
  28.  49
    Top-Down Versus Bottom-Up Learning in Cognitive Skill Acquisition.Ron Sun - unknown
    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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  29.  57
    The Neural Correlates of Consciousness: An Analysis of Cognitive Skill Learning.M. E. Raichle - 2000 - In Michael S. Gazzaniga (ed.), The New Cognitive Neurosciences: 2nd Edition. MIT Press.
  30. Theoretical and Computational Analysis of Skill Learning, Repetition Priming, and Procedural Memory.Prahlad Gupta & Neal J. Cohen - 2002 - Psychological Review 109 (2):401-448.
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  31.  14
    Attention and Time Constraints in Perceptual-Motor Learning and Performance: Instruction, Analogy, and Skill Level.Johan M. Koedijker, Jamie M. Poolton, Jonathan P. Maxwell, Raôul R. D. Oudejans, Peter J. Beek & Rich S. W. Masters - 2011 - 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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  32. From Recurrent Choice to Skill Learning: A Reinforcement-Learning Model.Wai-Tat Fu & John R. Anderson - 2006 - Journal of Experimental Psychology: General 135 (2):184-206.
  33.  1
    Recent Insights Into Perceptual and Motor Skill Learning.Lior Shmuelof & John W. Krakauer - 2014 - Frontiers in Human Neuroscience 8.
  34.  1
    Skill Learning.Richard A. Carlson - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
  35. Skill Learning, Enhancement Of.A. F. Healy - 2009 - In Hal Pashler (ed.), Encyclopedia of the Mind. Sage Publications.
     
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  36. A Case Study Approach to the Sources of Slumps in Skill Learning.Hiroaki Suzuki, Hitoshi Ohnishi & Chie Takeba - 2008 - Transactions of the Japanese Society for Artificial Intelligence 23:86-95.
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  37. Relative Frequency of Knowledge of Results and Complex Motor Skill Learning.Cj Winstein & Ra Schmidt - 1987 - Bulletin of the Psychonomic Society 25 (5):328-328.
     
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  38.  14
    A Cybernetic Computational Model for Learning and Skill Acquisition.B. Scott & A. Bansal - 2013 - 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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  39. Beyond the Learning Curve: Skill Acquisition and the Construction of Mind.Craig Speelman & Kim Kirsner - 2005 - 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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  40.  19
    Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. [REVIEW]Oskar Lindwall & Anna Ekström - 2012 - 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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  41. Demonstrator Skill Modulates Observational Aversive Learning.Ida Selbing, Björn Lindström & Andreas Olsson - 2014 - Cognition 133 (1):128-139.
  42.  7
    Front-Loading, Workplace Learning and Skill Development.Paul Hager - 2004 - Educational Philosophy and Theory 36 (5):523–534.
  43. Dual Learning Processes in Interactive Skill Acquisition.Wai-Tat Fu & John R. Anderson - 2008 - Journal of Experimental Psychology: Applied 14 (2):179-191.
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  44.  21
    For the Right Reasons: The FORR Architecture for Learning in a Skill Domain.Susan L. Epstein - 1994 - Cognitive Science 18 (3):479-511.
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  45.  3
    Fadable Scaffolding for Developing Skill in Cognitive Tool for Learning.Akihiro Kashihara & Makoto Itoh - 2015 - Transactions of the Japanese Society for Artificial Intelligence 30 (3):559-569.
  46.  1
    A Cognitive-Social Learning Model of Social-Skill Training.Gary W. Ladd & Jacquelyn Mize - 1983 - Psychological Review 90 (2):127-157.
  47. The Effects of Timing of Exposure to Principles and Procedural Instruction Specificity on Learning an Electrical Troubleshooting Skill.Elsa Eiriksdottir & Richard Catrambone - 2015 - Journal of Experimental Psychology: Applied 21 (4):383-394.
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  48. Implicit Learning in a Complex Tracking Skill.R. A. Magill & Kj Green - 1989 - Bulletin of the Psychonomic Society 27 (6):488-488.
     
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  49. Manipulating Target Size Influences Perceptions of Success When Learning a Dart-Throwing Skill but Does Not Impact Retention.Nicole T. Ong, Keith R. Lohse & Nicola J. Hodges - 2015 - Frontiers in Psychology 6.
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  50. Simulation of Skill Acquisition in Sequential Learning of a Computer Game. Rasmussen, Nielsen & Hansen - 1995 - Journal of Intelligent Systems 5 (2-4):351-370.
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