Practice and working memory effects in building procedural skill.

Abstract

Several theories assume that practice (a) results in restructuring of component processes and (b) reduces demand on working memory. Eight subjects practiced judgments about digital logic gates for over 8,000 trials. At two practice levels, subjects made judgments while retaining short-term memory loads irrelevant to the judgments, relevant but not accessed, or accessed to make the judgments. Four phenomena together provide constraints for theory: First, performance declined in moving from blocked practice to randomized practice. Second, gate and judgment type strongly affected latency. Third, these effects declined but did not disappear with practice. Fourth, the cost of accessing information in working memory remained substantial. These results are interpreted as reflecting a serial process with constant structure, while component processes become faster. The results challenge theories assuming that all learning results from restructuring or that restructuring is an automatic consequence of practice, and they support a distributed view of working memory. Several current theories of skill acquisition (e.g., Anderson, 1982, 1983, 1987; Rosenbloom & Newell, 1987) share the assumptions that (a) practice results in the reorganization or r£rtrwc/un/7# of component processes, and (b) practice reduces the load on a working memory that serves as a single workspace for carrying out cognitive processes. In the study reported here, we observed the acquisition of procedural skill for judgments about causal rules over the course of approximately 20 hr (over 8,000 trials) of practice. The results challenge the above assumptions and suggest an alternative view in which the organization of component processes and use of working memory remain constant while the speed of component processes increases (and attentional load decreases) with extended practice (see Schneider, 1985). Restructuring and the Acquisition of Cognitive Skill The production system framework currently provides a popular theoretical approach to understanding learning (e.g., Klahr, Langley, & Neches, 1987). Although the idea of restructuring as a learning mechanism is not necessarily tied to the production system framework, production system theories provide the clearest descriptions of restructuring mechanisms. In Anderson's ACT* theory (1982, 1983, 1987), for example, a composition mechanism combines serially executed productions into single productions. Similarly, the chunking model described by Rosenbloom and Newell (1987) attributes per

Psychological Mechanisms Underlying Second Language Fluency

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