Process in skill acquisition: Motivation, interruptions, memory, affective states, and metacognition

Australian Psychologist

Volumn 37, Issue 2, 2002, Pages 104-117

  Langan Fox, Janice ^a   Armstrong, Kathy ^a   Balvin, Nikola ^a   Anglim, Jeromy ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036662231     PISSN: 00050067     EISSN: None     Source Type: Journal    
DOI: 10.1080/00050060210001706746     Document Type: Article

References (121)

1. Ackerman, P.L. (1986). Individual differences in information processing: An investigation of intellectual abilities and task performance during practice. Intelligence, 10, 101-139.
2. Ackerman, P.L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3-27.
3. Ackerman, P.L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288-318.
4. Ackerman, P.L. (1990). A correlational analysis of skill specificity: Learning, abilities, and individual differences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 883-901.
5. Adams, J.A. (1987). Historical review and appraisal of research on the learning, retention and transfer of human motor skills. Psychological Bulletin, 101, 41-74.
6. Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
7. Anderson, J.R. (1995). Cognitive psychology and its implications. New York: W.H. Freeman.
8. Anderson, J.R., & Matessa, M. (1997). A production system theory of serial memory. Psychological Review, 104, 728-748.
9. Anderson, J.R., Matessa, M., & Legiere, C. (1997). ACT-R: A theory of higher level cognition and its relation to visual attention. Human Computer Interaction, 12, 439-462.
10. Anderson, J.R., & Pirolli, P.L. (1984). Spread of activation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 791-798.
11. Antoni, C.H., & Beckmann, J. (1990). An action control conceptualisation of goal-setting and feedback effects. In U. Kleinbeck, H. Quast, H. Thierry, & H. Hacker (Eds.), Work motivation (pp. 62-79). New Jersey: Erlbaum.
12. Austin, J.T., & Vancouver, J.B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120, 338-375.
13. Baddeley, A. (1990). Human memory: Theory and practice. Massachusetts: Allyn & Bacon.
14. Baron, R.S. (1986). Distraction-conflict theory: Progress and problems. Advances in Experimental Social Psychology, 19, 1-39.
15. Beebe, S.A., & Ivy, D.K. (1994, November 19-22). Explaining student learning: An emotion model. Paper presented at the 80th Annual Meeting of the Speech Communication Association, New Orleans, LA.
16. Bilodeau, E.A. (Ed.). (1969). Principles of skill acquisition. London: Academic Press.
17. Bors, D.A., & MacLeod, C.M. (1996). Individual differences in memory. In E.L. Bjork & R.A. Bjork (Eds.), Memory: Handbook of perception and cognition (2nd ed., pp. 411-441). San Diego, CA: Academic Press.
18. Broadbent, D.E. (1958). Perception and communication. Elmsford, NY: Pergamon.
19. Bryan, W.L., & Harter, N. (1899). Studies on the telegraphic language: The acquisition of a hierarchy of habits. Psychological Review, 6, 345-375.
20. Carlson, D. (1997). Experienced cognition. Mahwah, NJ: Lawrence Erlbaum.
21. Carlson, R.A., & Yaure, R.G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 484-496.
22. Carroll, J.B. (1993). Human cognitive abilities: A survey of factoranalytic studies. New York: Cambridge University Press.
23. Cellier, J., & Eyrolle, H. (1992). Interference between switched tasks. Ergonomics, 35, 25-36.
24. Cohen, S. (1978). Environmental load and the allocation of attention. In A. Baum, J. Singer, & S. Valins (Eds.), Advances in environmental psychology (Vol. 1, pp. 110-121). Hillsdale, NJ: Erlbaum.
25. Cohen, S., Evans, G.W., Stokols, D., & Krantz, D.S. (1986). Behaviour, health and environmental stress. New York: Plenum.
26. Corragio, L. (1990). Deleterious effects of intermittent interruptions on the task performance of knowledge workers: A laboratory investigation. Unpublished doctoral dissertation, University of Arizona.
27. Craik, K.J.W. (1948). Theory of the human operator in control systems: II. Man as an element in a control system. British Journal of Psychology, 38, 142-148.
28. Czaja, S.J., & Sharit, J. (1998). Ability-performance relationship as a function of age and task experience for a data entry task. Journal of Experimental Psychology, 4, 332-351.
29. Devolder, P.A., & Pressley, M. (1992). Causal attributions and strategy use in relation to memory performance differences in younger and older adults. Applied Cognitive Psychology, 6, 132-145.
30. Ebbinghaus, H. (1913). H.A. Ruger & C.E. Bussenius (Trans.), Memory: A contribution to experimental psychology. New York: Columbia University, Teachers College. (Original work published 1885).
31. Echt, K.V., Morrell, R.W., & Park, D.C. (1998). Effects of age and training formats on basic computer skill acquisition in older adults. Educational Gerontology, 24, 3-25.
32. Ellis, H.C., & Ashbrook, P.W. (1988). Resource allocation model of the effects of depressed mood states on memory. In K. Fiedler & J. Forgas (Eds.), Affect, cognition and social behaviour: New evidence and integrative attempts (pp. 25-43). Toronto: Hogrefe.
33. Ericsson, K.A. (1985). Memory skill. Canadian Journal of Psychology, 39, 188-231.
34. Ericsson, K.A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747.
35. Ericsson, K.A., & Chase, W.G. (1982). Exceptional memory. American Scientist, 70, 607-615.
36. Ericsson, K.A., Krampe, T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
37. Farr, J.L., Hofmann, D.A., & Ringenbach, K.L. (1993). Goal orientation and action control theory: Implications for industrial and organisational psychology. International Review of Industrial and Organisational Psychology, 8, 192-232.
38. Ferro, T.R. (1993). The influence of affective processing in education and training. New Directions for Adult and Continuing Education, 59, 25-33.
39. Fisher, C.D. (1998). Effects of external and internal interruptions on boredom at work: Two studies. Journal of Organisational Behaviour, 19, 503-522.
40. Fitts, P.M. (1964). Perceptual-motor skill learning. In A.W. Melton (Ed.), Categories of human learning (pp. 243-285). New York: Academic Press.
41. Fitts, P.M., & Posner, M.I. (1967). Human performance. Belmont: Brooks/Cole.
42. Fleishman, E.A. (1972). On the relation between abilities, learning, and human performance. American Psychologist, 27, 1017-1032.
43. Fleishman, E.A., & Ellison, G.D. (1960). Prediction of transfer and other learning phenomena from ability and personality measures. Journal of Educational Psychology, 60, 300-314.
44. Fleishman, E.A., & Mumford, M.D. (1989). Individual attributes and training performance. In I.L. Goldstein (Ed.), Training and development in organisations (pp. 183-255). San Francisco: Jossey-Bass.
45. Forrest-Pressley, D.L., MacKinnon, G.E., & Waller, T.G. (1985). Metacognition, cognition and human performance. New York: Academic Press.
46. Geen, R.G. (1995). Human motivation: A social psychological approach. Pacific Gve, CA: Brooks/Cole.
47. Gillie, T., & Broadbent, D. (1989). What makes interruptions disruptive? A study of length, similarity, and complexity. Psychological Research, 50, 243-250.
48. Golden, C.J., White, L., Combs, T., Morgan, M., & McLane, D. (1999). WMS-R and MAS correlations in a neuropsychological population. Archives of Clinical Neuropsychology, 14, 265-271.
49. Greene, J.O., Rucker, M.P., Zauss, E.S., & Harris, A.A. (1998). Communication anxiety and the acquisition of message production skill. Communication Education, 47, 337-347.
50. Gregory, A. (1998). Finding time to understand. Works Management, 51, 56-57.
51. Healy, A.F., & Bourne, L.E., Jr. (1995). Learning and memory of knowledge and skills: Durability and specificity. London: Sage.
52. Healy, A.F., & Sinclair, G.P. (1996). The long term retention of training and instruction. In E.L. Bjork & R.A. Bjork (Eds.), Memory: Handbook of perception and cognition (2nd ed., pp. 525-564). San Diego, CA: Academic Press.
53. Henshaw, E.M., & Holman, P. (1933) Manual dexterity - effects of training: II. Distribution of practice in manual dexterity. (Industrial Health Res. Bd. Rep. No. 67). London: HMSO.
54. Hertzog, C., Cooper, B.P., & Fisk, A.D. (1996). Aging and individual differences in the development of skilled memory search performance. Psychology and Aging, 11, 497-520.
55. Hilsabeck, R.C., Schrager, D.A., & Gouvier, W.D. (1999). Crossvalidation of the two- and three-subtest short forms of the Wechsler Memory Scale - Revised. Applied Neuropsychology, 6, 247-251.
56. Hogan, D., Kwiatkowski, R. (1998). Emotional aspects of large group teaching. Human Relations, 51, 1403-1417.
57. Humphreys, M.S., & Revelle, W. (1984). Personality, motivation, and performance: A theory of the relationship between individual differences and information processing. Psychological Review, 91, 153-182.
58. Ingleton, C. (1995). Gender and learning: Does emotion make a difference? Higher Education, 30, 323-35.
59. Iselin, E.R., (1998). The effects of information load and information diversity on decision quality in a structured decision task. Accounting, Organizations and Society, 13, 147-164.
60. Joesch, J.M. (1997). Paid leave and timing of women's employment before and after birth. Journal of Marriage and the Family, 59, 1008-1021.
61. Kahneman, D. (1973) Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.
62. Kanfer, R. (1990). Motivation theory and industrial and organisational psychology. In M.D. Dunnette & L.M. Hough (Eds.), Handbook of industrial and organisational psychology (pp. 89-101). Palo Alto, CA: Consulting Psychologists Press.
63. Kanfer, R., & Ackerman, P.L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition [monograph]. Journal of Applied Psychology, 74, 657-690.
64. Kaye, S. (1999). How to handle interruptions that steal your time. The Canadian Manager, 24, 25-26.
65. Kernan, M.G., & Lord, R.G. (1989). Effects of explicit goals and specific feedback on escalation processes. Journal of Applied Social Psychology, 19, 1125-1143.
66. Kirmeyer, S.L. (1988). Coping with competing demands: Interruption and the type A pattern. Journal of Applied Psychology, 73, 621-629.
67. Kuhl, J. (1985). Volitional mediators of cognition-behaviour consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behaviour (pp. 101-128). New York: Springer-Verlag.
68. Kuhl, J. (1992). A theory of self-regulation: Action versus state orientation, self-discrimination, and some applications. Applied Psychology: An International Review, 41, 97-129.
69. Kuhl, J. (1994a). Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90). In J. Kuhl & J. Beckmann (Eds.), Volition and personality: Action versus state orientation (pp. 9-45). Bern: Hogrefe & Huber.
70. Kuhl, J. (1994b). A theory of action and state orientation. In J. Kuhl & J. Beckmann (Eds.), Volition and personality: Action versus state orientation (pp. 9-45). Bern: Hogrefe & Huber.
71. Kyllonen, P.C. (1996). Is working memory capacity Spearman's. In I. Dennis & P. Tapsfield (Eds.), Human abilities: Their nature and measurement (pp. 49-75). New Jersey: Erlbaum.
72. Kyllonen, P.C., & Tirre, W.C. (1988). Individual differences in associative learning and forgetting. Intelligence, 14, 389-433.
73. Kyllonen, P.C., Tirre, W.C., & Christal, R.E. (1991). Knowledge and processing speed as determinants of associative learning. Journal of Experimental Psychology: General, 120, 57-79.
74. Langan-Fox, J. (2001). Communication in organisations: Speed, diversity, networks and influence on organisational effectiveness, human health and relationships. In N. Anderson, D. Ones, H. Sinargil, & C. Viswesraram (Eds.), International handbook of work and organisational psychology (Vol. 2). London: Sage.
75. Langan-Fox, J., Waycott, J., & Galna, C. (1997) Ability performance relations during skill acquisition. Australian Psychologist, 32, 153-158.
76. Langan-Fox, J. (in press) Skill acquisition and the development of a team mental model: An integrative approach to analysing organisational team, tasks, and content. In M. West, D. Tjosvold & K.G. Smith (Eds), International handbook of organizational teamwork and co-operative working. London: Wiley.
77. Lewis, C.H. (1978). Production system models of practice effects (Doctoral dissertation, University of Michigan, 1978). Dissertation Abstracts International, 39, 5105B. (University Microfilms No. 79-07, 120).
78. Locke, E.A., & Latham, G.P. (1991). Self-regulation through goal settting. Organisational Behaviour and Human Decision Processes, 50, 212-247.
79. Logan, G.D. (1988). Toward an instance theory of automisation. Psychological Review, 95, 492-527.
80. Mandler, G. (1975). Mind and emotion. New York: Wiley.
81. Masson, M.E.J. (1990). Cognitive theories of skill acquisition. Human Movement Science 9, 221-239.
82. Masson, M.E.J. (1990). Cognitive theories of skill acquisition. Human Movement Science, 9, 221-239.
83. Mazur, J.E., & Hastie, R. (1978). Learning as an accumulation: A reexamination of the learning curve. Psychological Bulletin, 85, 1256-1274.
84. McGeoch, J.A. (1952). The psychology of human learning. New York: Longmans, Green, & Co.
85. Mumford, M.D., Costanza, D.P., Baughman, W.A., Threlfall, K.V., & Fleishman, E.A. (1994). Influence of abilities on performance during practice effects of massed and distributed practice. Journal of Educational Psychology, 86, 134-144.
86. Neves, C.M., & Anderson, J.R. (1981). Knowledge compilation: Mechanisms for the automatization of cognitive skills. In J.R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 57-84). Hillsdale, NJ: Erlbaum.
87. Oatley, K. (1987). Cognitive science and the understanding of emotions [Editorial]. Cognition and Emotion, 1, 209-216.
88. Ortony, A., Clore, G.L., & Collins, A. (1988). The cognitive structure of emotions. New York: Cambridge University Press.
89. Palmer, J., MacLeod, C.M., Hunt, E., & Davidson, J.E. (1985). Information processing correlates of reading. Journal of Memory and Language, 24, 59-88.
90. Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied psychology: An International Review, 41, 359-376.
91. Plutchik, R., & Kellerman, H., (1980). Emotion: theory, research, and experience. New York: Academic Press.
92. Proctor, R.W., & Dutta, A. (1995). Skill acquisition and human performance. Beverly Hills, CA: Sage.
93. Proctor, R.W., & Van Zandt, T. (1994). Human factors in simple and complex systems. Boston: Allyn & Bacon.
94. Rasmussen, J. (1983). Skills, rules and knowledge: Signals, signs and symbols, and their distinctions in human performance models. IEEE Transactions on Systems, Man, and Cybernetics, SMC-13, 257-266.
95. Riding, R.J., & Powell, S.D. (1993). Thinking and education. Educational Psychology, 13, 217-227.
96. Rogers, W.A., Hertzog, C., & Fisk, A.D. (2000). An individual differences analysis of ability and strategy influences: Age-related differences in associative learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 359-394.
97. Rosetta, Z. (2000). A metacognitive intervention in mathematics at university. International Journal of Mathematical Education in Science and Technology, 31, 143-150.
98. Russell, A.L. (1995). Stages in learning new technology: Naive adult email users. Computers and Education, 25, 173-78.
99. Schmidt, K.H., Kleinbeck, U., & Brockman, W. (1984). Motivational control of motor performance by goal setting in a dual-task situation. Psychological Research, 46, 129-141.
100. Schneider, W. (1985). Toward a model of attention and the development of automaticity. In M.I. Posner & O.S. Martin (Eds), Attention and performance (Vol. 11, pp. 475-492). Hillsdale, NJ: Erlbaum.
101. Schneider, W., & Shiffrin, R.M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84, 127-190.
102. Schumann, J.H. (1994). Where is cognition? Emotion and cognition in second language acquisition. Studies in Second Language Acquisition, 16, 231-42.
103. Seibert, P.S. & Ellis, H.C. (1991). Irrelevant thoughts, emotional mood states, and cognitive task performance, Memory and Cognition, 19, 507-513.
104. Shiffman, N., & Greist-Bousquet, S. (1992). The effect of task interruption and closure on perceived duration. Bulletin of the Psychonomic Society, 30, 9-11.
105. Shiffrin, R.M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127-190.
106. Smith, C.A., & Ellsworth, P.C. (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, 813-838.
107. Smith, C.A, & Ellsworth, P.C. (1987). Patterns of appraisal and emotion related to taking an exam. Journal of Personality and Social Psychology, 52, 475-488.
108. Speier, C., Valacich, J.S., & Vessey, I. (1999). The influence of task interruption on individual decision making: An information overload perspective. Decision Sciences, 30, 337-360.
109. Sylwester, R. (1994). How emotions affect learning? Educational Leadership, 52, 60-65.
110. Underwood, B.J. (1961). Ten years of massed practice or distributed practice. Psychological Review, 68, 229-247.
111. Underwood, B.J., & Schulz, R.W. (1959). Studies of distributed practice: XIX. The influence of intralist similarity with lists of low meaningfulness. Journal of Experimental Psychology, 58, 106-110.
112. Welford, A.T. (1968). Fundamentals of skill. London: Methuen.
113. Wellman, H.M. (1985). The origins of metacognition. In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Waller (Eds.), Metacognition, cognition and human performance (pp. 123-145). Orlando: Academic Press.
114. Wickens, C.D. (1980). The structure of attentional resources. In R.S. Nickerson (Ed.), Attention and performance VIII (pp. 239-257). Hillsdale, NJ: Erlbaum.
115. Wickens, C.D. (1984). Processing resources in attention. In R. Parasuraman & R. Davies (Eds.), Varieties of attention (pp. 63-102). New York: Academic Press.
116. Willoughby, T., Waller, T.G., Wood, E., & MacKinnon, G.E. (1993). The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation. Contemporary Educational Psychology, 18, 36-46.
117. Woltz, D.J. (1988). An investigation of the role of working memory in procedural skill acquisition. Journal of Experimental Psychology: General, 117, 319-331.
118. Wood, J.V., Saltzberg, J.A., & Goldsamt, L.A. (1990). Does affect induce self-induced attention? Journal of Personality and Social Psychology, 6, 899-908.
119. Wood, R.E. (1986). Task complexity: Definition and construct. Organizational Behaviour and Human Decision Processes, 37, 60-82.
120. Wood, R.E., Mento, A.J., & Locke, E.A. (1982). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72, 416-425.
121. Zijlstra, F.R.H., Roe, R.A., Leonara, A.B., & Krediet, I. (1999). Temporal factors in mental work: Effects of interrupted activities. Journal of Occupational and Organisational Psychology, 72, 163-185.