Acquiring a cognitive skill with a new repeating version of the tower of london task

Canadian Journal of Experimental Psychology

Volumn 58, Issue 4, 2004, Pages 272-288

  Ouellet, Marie Christine ^a   Beauchamp, Miriam H ^b   Owen, Adrian M ^c   Doyon, Julien ^b  

^a UNIVERSITÉ LAVAL   (Canada)

^b UNIVERSITÉ DE MONTRÉAL   (Canada)

^c MRC COGNITION AND BRAIN SCIENCES UNIT   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 11144250866     PISSN: 11961961     EISSN: None     Source Type: Journal    
DOI: 10.1037/h0087450     Document Type: Article

References (66)

1. Anderson, J. R. (1990). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
2. Anderson, J. R., Farrell, R., & Sauers, R. (1984). Learning to program LISP. Cognitive Science, 8, 87-129.
3. Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from examples. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1322-1340.
4. Anderson, J. R., Fincham, J. M., & Douglass, S. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology. Learning, Memory and Cognition, 23, 932-945.
5. Anderson, J. R., Greeno, J. G., Kline, P. J., & Neves, D. M. (1981). Acquisition of problem solving skills. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
6. Anzai, Y., & Simon, H. A. (1979). The theory of learning by doing. Psychological Review, 86, 124-140.
7. Baker, S. C., Rogers, R. D., Owen, A. M., Frith, C. D., Dolan, R. J., Frackowiak, R. S. J., et al. (1996). Neural systems engaged by planning: A PET study of the Tower of London task. Neuropsychologia, 34, 515-526.
8. Beatty, W. W., Salmon, D. P., Bernstein, N., Martone, M., Lyon, L., & Butters, N. (1987). Procedural learning in a patient with amnesia due to hypoxia. Brain and Cognition, 6, 386-402.
9. Beaunieux, H., Desgranges, B., Lavalee, C., De la Sayette, V., Lechevalier, B., & Eustache, F. (1998). Preservation of cognitive procedural memory in a case of Korsakoff's syndrome: Methodological and theoretical insights. Perceptual and Motor Skills, 86, 1267-1287.
10. Berry, D. C., & Broadbent, D. E. (1984). On the relationship between task performance and associated verbalizable knowledge. Quarterly Journal of Experimental Psychology, 36, 209-231.
11. Brpoks, D. N., & Baddeley, A. D. (1976). What can amnesic patients learn? Neuropsychologia, 14, 111-122.
12. Butters, N., Wolfe, J., Martone, M., Granholm, E., & Cermak, L. S. (1985). Memory disorders associated with Huntington's disease: Verbal recall, verbal recognition and procedural memory. Neuropsychologia, 23, 729-743.
13. Campbell, J. I. D., & Graham, D. J. (1985). Mental multiplication skill: Structure, process, and acquisition. Canadian Journal of Psychology, 39, 338-366.
14. Caplan, L. J., & Schooler, C. (1990). Problem solving by reference to rules or previous episodes: The effects of organized training, analogical models, and subsequent complexity of experience. Memory & Cognition, 18, 215-227.
15. Carlson, A. R., Sullivan, A. M., & Schneider, W. (1989). Practice and working memory effects in building procedural skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 517-526.
16. Charness, N., & Campbell, J. I. D. (1988). Acquiring skill at mental calculation in adulthood: A task decomposition. Journal of Experimental Psychology: General, 117, 115-129.
17. Charness, N., Milberg, W., & Alexander, M. P. (1988). Teaching an amnesic a complex cognitive skill. Brain and Cognition, 8, 253-272.
18. Cheng, P. W. (1985). Restructuring versus automaticity: Alternative accounts of skill acquisition. Psychological Review, 12, 414-423.
19. Clegg, B. A., DiGirolamo, G. J., & Keele, S. W. (1998). Sequence learning. Trends in Cognitive Sciences, 2, 275-281.
20. Cohen, N. J., & Corkin, S. (1981). The amnesic patient H.M.: Learning and retention of a cognitive skill. Society for Neuroscience Abstracts, 7, 235.
21. Cohen, N. J., Eichenbaum, H., Deacedo, B. S., & Corkin, S. (1985). Different memory systems underlying acquisition of procedural and declarative knowledge. Annals of the New York Academy of Science, 444, 54-71.
22. Daum, I., Schugens, M. M., Spieker, S., Poser, U., Schonle, P. W., & Birbaumer, N. (1995). Memory and skill acquisition in Parkinson's disease and frontal lobe dysfunction. Cortex, 31, 413-432.
23. DeGroot, A. D. (1965). Thought and choice in chess. The Hague: Mouton.
24. Doyon, J. (1997). Skill learning. International Review in Neurobiology, 41, 273-294.
25. Doyon J., Gaudreau D., Laforce R. Jr., Castonguay M., Bedard P. J., Bedard F., et al., (1997). Role of the striaturn, cerebellum, and frontal lobes in the learning of a visuomotor sequence. Brain and Cognition 34(2), 218-45.
26. Doyon, J., Laforce, R., Jr., Bouchard, J. P., Gaudreau, D., Roy, J., Poirier, M., Bédard, P. J., Bédard, F., Bouchard, J.-P. (1998). Role of the striatum, cerebellum and frontal lobes in the automatization of a repeated visuomotor sequence of movements. Neuropsychologia, 36, 625-641.
27. Ericsson, K. A. (1985). Memory skill. Canadian Journal of Psychology, 39, 188-231.
28. Fasotti, L., Eling, P. A., & van Houtem, J. (1994). Categorization of arithmetic word problems by normals, frontal and posterior-injured patients. Journal of Clinical and Experimental Psychology, 16, 723-733.
29. Fitts, P. (1962). In R. Glaser (Ed.), Training research and eduction. Pittsburgh, PA: University of Pittsburgh Press.
30. Gabrieli, J. D. E., Keane, M. M., & Corkin, S. (1987). Acquisition of problem-solving skills in global amnesia. Society for Neuroscience Abstract, 13, 1455.
31. Glisky, E. L., & Schacter, D. L. (1988). Long-term retention of computer learning by patients with memory disorders. Neuropsychologia, 26, 173-178.
32. Glisky, E. L., & Schacter, D. L. (1989). Extending the limits of complex learning in organic amnesia: Computer training in a vocational domain. Neuropsychologia, 27, 107-120.
33. Glisky, E. L., Schacter, D. L., & Tulving, E. (1986). Computer learning by memory-impaired patients: Acquisition and retention of complex knowledge. Neuropsychologia, 24, 313-328.
34. Grafton, S. T., Hazeltine, E., & Ivry, E. E. (1995). Functional mapping of sequence learning in normal humans. Journal of Cognitive Neuroscience, 7, 497-510.
35. Heller, J., & Reif, F. (1984). Prescribing effective human problem solving: Problem description in physics. Cognition & Instruction, 2, 191-203.
36. Heuer, H. (1996). Dual-task performance. In O. Nuemann & A. F. Sanders (Eds.), Handbook of perception and action, Vol. 3: Attention (pp. 113-153). London: Academic Press.
37. Kirkhart, M. W. (2001). The nature of declarative and non-declarative knowledge for implicit and explicit learning. The Journal of General Psychology, 128, 447-461.
38. Knowlton, B. J., Ramus, S. J., & Squire, L. R. (1992). Intact artificial grammar learning in amnesia; Dissociation of classification learning and explicit memory for specific instances. Psychological Science, 3, 172-179.
39. Knowlton, B. J., & Squire, L. R. (1994). The information acquired during artificial grammar learning. Journal of Experimental Psychology; Learning, Memory, and Cognition, 20, 79-91.
40. Larkin, J. H. (1985). Understanding problem representation and skills in physics. In S. F. Chipman, J. W. Degal, & R. Glaser (Eds.), Thinking and learning skills: Vol. 2 Research and open questions. Hillsdale, NJ: Erlbaum.
41. Lewicki, P., Hill, T., & Bizot, E. (1988). Acquisition of procedural knowledge about a pattern of stimuli that cannot be articulated. Cognitive Psychology, 20(1), 24-37.
42. Logan, G. D. (1985). Skill and automaticky: Relations, implication and future directions. Canadian Journal of Psychology, 39, 367-386.
43. Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.
44. McGlinchey-Berroth, R., Milberg, W. P., & Charness, N. (1989). Learning of a complex arithmetic skill in dementia: Further evidence for a dissociation between compilation and production. Cortex, 25, 697-705.
45. Morris, R. G., Downes, J. J., Sahakian, B. J., Evenden, J. L., Heald, A., & Robbins, T. W. (1998). Planning and spatial working memory in Parkinson's disease. Journal of Neurology, Neurosurgery, and Psychiatry, 51, 757-766.
46. Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1-55), Hillsdale, NJ: Lawrence Erlbaum Associates.
47. Nissen, M. J., & Bullemer, P. (1987). Attentional require merits of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
48. Owen, A. M. (1997). Cognitive planning in humans: Neuropsychological, neuroanatomical and neuropharmacological perspectives. Progress in Neurobiology, 53, 431-450.
49. Owen, A. M., Downes, J. J., Sahakian, B. J., Polkey, C. E., & Robbins, T. W. (1990). Planning and spatial working memory following frontal lobe lesions in man. Neuropsychologia, 28, 1021-1034.
50. Owen, A. M., & Doyon, J. (1999). The cognitive neuropsychology of Parkinson's disease: A functional neuroimaging perspective. Advances in Neurology, 80, 49-56.
51. Owen, A. M., Doyon, J., Petrides, M., & Evans, A. C. (1996). Planning and spatial working memory: A positron emission tomography study in humans. European Journal of Neuroscience, 8, 353-364.
52. Owen, A. M., James, M., Leigh, P. N., Summers, B. A., Marsden, C. D., Quinn, N. P., et al. (1992). Fronto-striatal cognitive deficits at different stages of Parkinson's disease. Brain, 115, 1727-1751.
53. Paull, P., Lutzenberger, W., Rau, H., Birbaumer, N., Rickard, T. C., Yaroush, R. A., et al. (1994). Brain potentials during mental arithmetic: Effects of extensive practice and problem difficulty. Cognitive Brain Research, 2, 21-29.
54. Pirolli, P. L., & Anderson, J. R. (1985). The role of learning from examples in the acquisition of recursive programming skills. Canadian Journal of Psychology, 39, 240-272.
55. Reber, A. S., & Millward, R. B. (1971). Event tracking in probability learning. American Journal of Psychology, 84, 85-99.
56. Reber, P. J., & Kotovsky, K. (1997). Implicit learning in problem solving: The role of working memory capacity. Journal of Experimental Psychology: General. 126 (2), 178-203.
57. Rosenbloom, P., & Newwell, A. (1986). The chunking of goal hierarchies: A generalized model of practice. In R. S. Michalski, J. G. Carbonel, & J. M. Mitchel (Eds.), Machine learning II: An artificial intelligence approach. Los Altos, CA: Kaufman.
58. Saint-Cyr, J. A., Taylor, A. E., & Lang, A. E. (1988). Procedural learning and neostriatal dysfunction in man. Brain, 111, 941-959.
59. Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of London, B 298, 199-209.
60. Shiffrin, R. M., & Dumais, J. T. (1981). The development of automatisation. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 111-139). Hillsdale, NJ: Erlbaum.
61. Squire, L. R., & Frambach, M. (1990). Cognitive skill learning in amnesia. Psychobiology, 18, 109-117.
62. Vanier, M. (1991). Test de la Tour de Londres: Évaluation de la capacité de planification. Institut de réadaptation de Montréal, École de réadaptation de l'Université de Montréal.
63. Wechsler, D. (1987). Wechsler Memory Scale - Revised. New York: Psychological Corporation.
64. Winter, W. E., Broman, M., Rose, A. L., & Reber, A. S. (2001). The assessment of cognitive procedural learning in amnesia: Why the Tower of Hanoi has fallen down. Brain and Cognition, 45, 79-96.
65. Woltz, D. J. (1988). An investigation of the role of working memory in procedural skill acquisition. Journal of Experimental Psychology: General, 117, 319-331.
66. Yap, R. L., & van der Leij, A. (1994). Testing the automatisation deficit hypothesis of dyslexia via a dual-task paradigm. Journal of Learning Disabilities, 27, 660-665.