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  1.  66
    Memory systems and the control of skilled action.Wayne Christensen, John Sutton & Kath Bicknell - 2019 - Philosophical Psychology 32 (5):692-718.
    ABSTRACTIn keeping with the dominant view that skills are largely automatic, the standard view of memory systems distinguishes between a representational declarative system associated with cognitive processes and a performance-based procedural system. The procedural system is thought to be largely responsible for the performance of well-learned skilled actions. Here we argue that most skills do not fully automate, which entails that the declarative system should make a substantial contribution to skilled performance. To support this view, we review evidence showing that (...)
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  2. The sense of agency and its role in strategic control for expert mountain bikers.Wayne Christensen, Kath Bicknell, Doris McIlwain & John Sutton - 2015 - Psychology of Consciousness: Theory, Research, and Practice 2 (3):340-353.
    Much work on the sense of agency has focused either on abnormal cases, such as delusions of control, or on simple action tasks in the laboratory. Few studies address the nature of the sense of agency in complex natural settings, or the effect of skill on the sense of agency. Working from 2 case studies of mountain bike riding, we argue that the sense of agency in high-skill individuals incorporates awareness of multiple causal influences on action outcomes. This allows fine-grained (...)
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  3. Introduction: the situated intelligence of collaborative skills.John Sutton & Kath Bicknell - 2022 - In Kath Bicknell & John Sutton (eds.), Collaborative Embodied Performance: Ecologies of Skill. Methuen Drama. pp. 1-18.
  4. Preface and Acknowledgements: collaborative embodied performance.Kath Bicknell & John Sutton - 2022 - In Kath Bicknell & John Sutton (eds.), Collaborative Embodied Performance: Ecologies of Skill. Methuen Drama.
  5.  28
    Embodied Intelligence and Self-Regulation in Skilled Performance: or, Two Anxious Moments on the Static Trapeze.Kath Bicknell - 2021 - Review of Philosophy and Psychology 12 (3):595-614.
    In emphasising improvement, smooth coping and success over variability and regression, skill theory has overlooked the processes performers at all levels develop and rely on for managing bodily and affective fluctuations, and their impact on skilled performance. I argue that responding to the instability and variability of unique bodily capacities is a vital feature of skilled action processes. I suggest that embodied intelligence – a term I use to describe a set of abilities to perceptively interpret and make use of (...)
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  6.  17
    Collaborative Embodied Performance: Ecologies of Skill.Kath Bicknell & John Sutton (eds.) - 2022 - Methuen Drama.
    Cutting-edge scholarship in performance studies, cognitive science, sociology, literature, psychology, philosophy and sport science is brought together to ask: What do individuals bring to and do in collaborative embodied performance? How do group members with distinct capacities complement each other in skilled action? Innovative methodological approaches are applied to detailed case studies from martial arts, tango, social interaction, English Restoration Theatre, Body Weather, traditional and digitally-informed experiences of music composition, and failing at handstands. Each investigation exposes performance and theory as (...)
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  7. Embodied experience in the cognitive ecologies of skilled performance.John Sutton & Kath Bicknell - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: Routledge. pp. 194-205.
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  8. Cognitive control, intentions, and problem solving in skill learning.Wayne Christensen & Kath Bicknell - 2022 - Synthese 200 (6):1-36.
    We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and (...)
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