Strategy shifts in classification skill acquisition: Does memory retrieval dominate rule use?

Memory and Cognition

Volumn 34, Issue 4, 2006, Pages 903-913

  Bourne Jr , Lyle E ^a   Healy, Alice F ^a   Kole, James A ^a   Graham, Susan M ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACCURACY; ARTICLE; ASSOCIATION; CLASSIFICATION; HUMAN; HUMAN EXPERIMENT; MEMORY; MEMORY CONSOLIDATION; NORMAL HUMAN; RECALL; RESPONSE TIME; SKILL; TASK PERFORMANCE;

EID: 33749591865     PISSN: 0090502X     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03193436     Document Type: Article

References (22)

1. ALLEN, S. W., & BROOKS, L. R. (1991). Specializing the operation of an explicit rule. Journal of Experimental Psychology: General, 120, 3-19.
2. BLAIR, M., & HOMA, D. (2003). As easy to memorize as they are to classify: The 5-4 categories and the category advantage. Memory & Cognition, 31, 1293-1301.
3. BOURNE, L. E., JR., HEALY, A. F., PARKER, J. T., & RICKARD, T. C. (1999). The strategic basis of performance in binary classification tasks: Strategy choices and strategy transitions. Journal of Memory & Language, 41, 223-252.
4. CONWAY, M. A., GARDINER, J. M., PERFECT, T. J., ANDERSON, S. J., & COHEN, G. M. (1997). Changes in memory awareness during learning: The acquisition of knowledge by psychology undergraduates. Journal of Experimental Psychology: General, 126, 393-413.
5. DELANEY, P. F., REDER, L. M., STASZEWSKI, J. J., & RITTER, F. E. (1998). The strategy-specific nature of improvement: The power law applies by strategy within task. Psychological Science, 9, 1-7.
6. GARDINER, J. M., GAWLIK, B., & RICHARDSON-KLAVEHN, A. (1994). Maintenance rehearsal affects knowing, not remembering; elaborative rehearsal affects remembering, not knowing. Psychonomic Bulletin & Review, 1, 107-110.
7. GREEN, D. R., CERELLA, J., & HOYER, W. J. (2000, November). Do strategy probes affect the probability of item retrieval? Poster presented at the 41st Annual Meeting of the Psychonomic Society, New Orleans.
8. HEALY, A. F., KING, C. L., CLAWSON, D. M., SINCLAIR, G. P., RICKARD, T. C., CRUTCHER, R. J., ET AL. (1995). Optimizing the long-term retention of skills. In A. F. Healy & L. E. Bourne, Jr. (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 1-29). Thousand Oaks, CA: Sage.
9. JOHANSEN, M. K., & PALMERI, T. J. (2002). Are there representational shifts during category learning? Cognitive Psychology, 45, 482-553.
10. KLAPP, S. T., BOCHES, C. A., TRABERT, M. L., & LOGAN, G. D. (1991). Automatizing alphabet arithmetic: II. Are there practice effects after automaticity is achieved? Journal of Experimental Psychology: Learning, Memory, & Cognition, 17, 196-209.
11. LASSALINE, M. E., & LOGAN, G. D. (1993). Memory-based automaticity in the discrimination of visual numerosity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, 561-581.
12. LOGAN, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.
13. LOGAN, G. D., & KLAPP, S. T. (1991). Automatizing alphabet arithmetic: I. Is extended practice necessary to produce automaticity? Journal of Experimental Psychology: Learning, Memory, & Cognition, 17, 179-195.
14. RAYMOND, W. D., FISHER, J. A., & HEALY, A. F. (2002). Linguistic knowledge and language performance in English article variant preference. Language & Cognitive Processes, 17, 613-662.
15. REBER, A. R., ALLEN, R., & REGAN, S. (1985). Syntactic learning and judgment, still unconscious and still abstract: Comment on Dulany, Carlson, and Dewey. Journal of Experimental Psychology: General, 114, 17-24.
16. RICKARD, T. C. (1994). Bending the power law: The transition from algorithm-based to memory-based performance. Unpublished doctoral dissertation, University of Colorado, Boulder.
17. RICKARD, T. C. (1997). Bending the power law: A CMPL model of strategy shifts and the automatization of cognitive skills. Journal of Experimental Psychology: General, 126, 288-311.
18. RICKARD, T. C. (2004). Strategy execution in cognitive skill learning: An item-level test of candidate models. Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 65-82.
19. RICKARD, T. C., & BOURNE, L. E., JR. (1995). An identical-elements model of basic arithmetic skills. In A. F. Healy & L. E. Bourne, Jr. (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 255-281). Thousand Oaks, CA: Sage.
20. SCHUNN, C. D., & REDER, L. M. (2001). Another source of individual differences: Strategy adaptivity to changing rates of success. Journal of Experimental Psychology: General, 130, 59-76.
21. TOURON, D. R., & HERTZOG, C. (2004). Strategy shift affordance and strategy choice in young and old adults. Memory & Cognition, 32, 298-310.
22. TULVING, E. (1985). Memory and consciousness. Canadian Psychologist, 26, 1-12.