The role of information reduction in skill acquisition
The role of information reduction in skill acquisition
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DOI：
10.1006/cogp.1996.0009
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发表时间：
1996-06-01
影响因子：
2.6
通讯作者：
Frensch, PA
中科院分区：
文献类型：
--
作者：
Haider, H;Frensch, PA
技能习得理论认为，练习对任务绩效的影响是由于任务结构的质的变化，执行单个任务组件的效率提高，执行任务组件序列的效率提高，或这些机制的某种组合。我们提出了一个扩展现有的理论，认为对于许多任务，实践影响信息的处理。更具体地说，我们认为，人们学习，在实践过程中，任务相关的任务冗余信息分离，并限制他们的处理任务的相关方面。在三个实验中，受试者验证字母串，如M [4] R S T。字符串是正确的，如果他们遵循字母表时，字母的数量，由括号中的数字，被跳过。字符串的构造使得错误仅发生在初始的“letter-digit-letter”三元组中。对不同长度字符串的受试者RT分析表明：（a）受试者能够区分相关和冗余的任务信息，并将他们的处理限制在相关信息上，（B）减少处理的信息量的能力需要时间，并在实践过程中逐渐发展，（c）这种能力的机制似乎在很大程度上是刺激无关的，因为任务的结构成分被忽略了，而不是特定的任务信息。研究结果及其对技能习得的一般理论的影响进行了讨论。(C)出版社：Academic Press，Inc.
Theories of skill acquisition assume that the effects of practice on task performance are due to either qualitative changes in the task structure, an increased efficiency of performing individual task components, an increased efficiency of performing sequences of task components, or some combination of these mechanisms. We propose an extension to the existing theories by arguing that for many tasks, practice affects which information is processed. More specifically, we argue that people learn, over the course of practice, to separate task-relevant from task-redundant information, and to limit their processing to relevant aspects of the task. In three experiments, subjects verified alphabetic strings, such as M [4] R S T. Strings were correct if they followed the alphabet when the number of letters, given by the digit in parentheses, was skipped. Strings were constructed such that errors occurred only within the initial ''letter-digit-letter'' triplet. Analyses of subjects' RTs for strings of varying lengths demonstrated that: (a) subjects were able to distinguish relevant from redundant task information, and to limit their processing to the relevant information, (b) the ability to reduce the amount of information that is processed takes time and develops gradually over the course of practice, and (c) the mechanism underlying this ability appears to be largely stimulus-independent in the sense that structural components of a task are ignored, rather than specific task information. The findings and their implications for general theories of skill acquisition are discussed. (C) 1996 Academic Press, Inc.