Taxonomy of Learning Skills

Neurophysiological measures of cognitive workload during human-computer interaction

“…Such results imply that the WM demands of task performance changed with practice and that such changes could be automatically detected with EEG methods. Since overload of attentional or WM capacity has been found to be a limiting factor in the early stages of procedural skill acquisition (Woltz 1988, Kyllonen andShute 1989), minimizing the potential of such overload is an important design guideline for the development of intelligent tutoring systems (Anderson andBoyle 1987, Carlson et al 1989). The data described above, thus, suggest that it might be possible to utilize information provided by such monitoring methods to adapt a computer-aided instruction protocol to the cognitive constraints and skill levels of individual students.…”

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

“…(We refer to ''G'' to avoid antiquated interpretation of g as genetically determined; see Cronbach, 2000;Kyllonen and Shute, 1989;Messick, 1984;Snow and Lohman, 1989). Yet we know that learning is highly situated and context bound.…”

Learning of three-term contingencies correlates with Raven scores, but not with measures of cognitive processing

“…When extracted from a collection of learning tasks, a general factor has been shown to correlate strongly with the general factor drawn from intelligence tests (Jensen, 1998, pp. 276-277;Kyllonen & Shute, 1989. This interpretation is challenged by the results from a pair of extensive studies by Underwood and his colleagues (Malmi, Underwood, & Carroll, 1979;Underwood, Boruch, & Malmi, 1978). They presented subjects an assortment of verbal learning tasks, including free recall, pairedassociates, serial list learning, verbal discrimination learning, memory span, and recognition memory, and found strong evidence of a generalized learning ability.…”

“…That is, very simple learning situations such as Pavlovian conditioning are not believed to involve abilities measured by intelligence tasks (Estes, 1970) and many of the tasks used by Woodrow were comparatively simple. More complex tasks, such as concept identification, have produced significant correlations with intelligence scores (Kyllonen & Shute, 1989), so perhaps intelligence score predicts learning rate only for tasks of some degree of complexity. Such an interpretation is of major theoretical importance, because it implies that simple associative learning tasks most commonly studied in the laboratory have little generality for more complex cognition.…”