The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Farr, Marshall J.

doi:10.21236/ada175905

Cited by 56 publications

(92 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, once an individual has acquired a reasonably high level of skill, it is possible for that individual to attain an aboveaverage performance or even regain the original performance after a brief period of retraining. A moderate level of acquired skill in typing (Baddeley & Longman, 1978;Hill, 1934Hill, ,1957Hill, Rejall, & Thorndike, 1913), language (Bahrick, 1984), and other domains (Farr, 1987) appears to decay slowly and can be rapidly reacquired.…”

Section: The Framework Applied To Several Domains Of Expertisementioning

confidence: 99%

The role of deliberate practice in the acquisition of expert performance.

Ericsson

Krampe²,

Tesch-Römer³

1993

Psychological Review

6,949

187

5,168

View full text Add to dashboard Cite

The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.Our civilization has always recognized exceptional individuals, whose performance in sports, the arts, and science is vastly superior to that of the rest of the population. Speculations on the causes of these individuals' extraordinary abilities and performance are as old as the first records of their achievements. Early accounts commonly attribute these individuals' outstanding performance to divine intervention, such as the influence of the stars or organs in their bodies, or to special gifts (Murray, 1989). As science progressed, these explanations became less acceptable. Contemporary accounts assert that the characteristics responsible for exceptional performance are innate and are genetically transmitted.The simplicity of these accounts is attractive, but more is needed. A truly scientific account of exceptional performance must completely describe both the development leading to exceptional performance and the genetic and acquired characteristics that mediate it. This account must specify the critical differences between exceptional and ordinary performers. It must also show that any postulated genetic differences can be hereditary and are plausible from an evolutionary perspective. Theoreticians in behavioral genetics (Plomin, DeFries, & McClearn, 1990) We thank Peter Usinger and Stefanie Heizmann for their help in the data collection and Catherine Ashworth, Gregory Carey, Robert Crutcher, Janet Grassia, Reid Hastie, Stefanie Heizmann, Charles Judd, Ronald Kellogg, Robert Levin, Clayton Lewis, William Oliver, Peter Poison, Robert Rehder, Kurt Schlesinger, Vivian Schneider, and James Wilson for their valuable comments on earlier drafts of this article. Helpful suggestions and valuable criticism by Richard Shiffrin on previously submitted versions of this article are gratefully acknowledged.Correspondence concerning this article should be sent to K. Anders Ericsson, who is now at the Department of Psychology R-54, Florida State University, Tallahassee, Florida 32306-1051. because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require that the account specify the different environmental factors that cou...

show abstract

Section: The Framework Applied To Several Domains Of Expertisementioning

confidence: 99%

The role of deliberate practice in the acquisition of expert performance.

Ericsson

Krampe²,

Tesch-Römer³

1993

Psychological Review

6,949

187

5,168

View full text Add to dashboard Cite

show abstract

“…Nevertheless, it has generally been argued and demonstrated that higher ability individuals, compared to lower ability individuals, retain more knowledge and skill over periods of non-use because they acquire more knowledge and skill in the same amount of time (Carron, 1971;Carron, & Marteniuk, 1970;Farr, 1987;Fox, Taylor, & Caylor, 1969;Grimsley, 1969;Purdy, & Lockhart, 1962;Schendel, Shields, & Katz, 1978;Vineberg, 1975). However, there is dissenting research which suggests that there is also a qualitative difference between high and lower ability individuals that may explain the enhanced skill retention exhibited by higher ability individuals.…”

Section: Individual Differencesmentioning

confidence: 99%

“…However, there is dissenting research which suggests that there is also a qualitative difference between high and lower ability individuals that may explain the enhanced skill retention exhibited by higher ability individuals. Farr (1987), for example, suggests that the differential loss rates observed between higher and lower ability individuals might be due to higher ability individuals using more effective strategies to acquire knowledge and skills. This is consistent with the findings of Hall et al (1983) who required Navy sailors to complete two self-paced courses in basic electricity and electronics to a criterion of mastery.…”

Section: Individual Differencesmentioning

confidence: 99%

Skill decay: A comparative assessment of training protocols and individual differences in the loss and reacquisition of complex skills

Arthur¹,

Bennett²,

Day³

et al. 2002

PsycEXTRA Dataset

View full text Add to dashboard Cite

Public repoiling burden for this collection of information is estimated to average 1 hour per response, ir^cluding the time for reviewing instructions, searching existing dsta sources, gathering and maintaining the data needed, and completing and reviewing 4tiis collection of information .Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense. Washington Headquarters Services, Directorate for Mormation SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) Air Force Research Laboratory Human Effectiveness Directorate Warfighter Training Research Division 6030 South Kent Street MesaAZ 85212-6061 SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S) AFRL-HE-AZ-TR-2002-000412. DISTRIBUTION / AVAILABILITY STATEMENT Approved for public release; distribution is unlimited. 13, SUPPLEMENTARY NOTE^Air Force Research Laborattfiy Technical Monitor: Dr. Winston Bennett, (480) 988-6561 Ext. 297, DSN 474-6297 ABSTRACTIt has been consistently demonstrated that the active interlocked modeling (AIM) protocol, a dyadic training protocol developed by Shebilske, Regian, Arthur, and Jordan (1992), achieves a 100% increase In training efficiency over a control individual-trainee based condition. TTie purpose of the present study was to replicate this finding as well as to investigate its robustness In terms of skill loss and reacquisition. Thus, we compared the AIM-dyad training protocol to a standard individual protocol regarding the acquisition of a complex skill (i.e.. Space Fortress; cf . More importantly, skill loss after an 8-week non-practice interval and skill re-acqulsition was also investigated. Despite half as much hands-on practice, the performance of dyadic trainees did not differ from that of individuals on tests of skill acquisition, loss, and re-acquisition. These findings provide strong support and justification for the ongoing use of innovative dyadic protocols for the training of pilots and navigators in both military an non-military settings.

show abstract

“…The skills and knowledge associated with collective task performance deteriorate when they are not practiced for periods of time-a process often referred to as skill decay. While practically nothing is known about the retention of collective task skills and knowledge per so (Farr, 1986), a good deal is known about the retention of individual task skills and knowledge (Rose, et. al., 1980).…”

Section: Rationalementioning

confidence: 99%

“…In isolated extreme cases (e.g., Roth, 1990), units are reported to have gone as long as a year without practicing collective tasks. Farr (1986), in reviewing the literature on long-term retention, concluded:…”

Section: Rationalementioning

confidence: 99%

A Taxonomy for Predicting Team and Collective Task Performance Change

Roth¹

1992

View full text Add to dashboard Cite

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Cited by 56 publications

References 60 publications

The role of deliberate practice in the acquisition of expert performance.

The role of deliberate practice in the acquisition of expert performance.

Skill decay: A comparative assessment of training protocols and individual differences in the loss and reacquisition of complex skills

A Taxonomy for Predicting Team and Collective Task Performance Change

Contact Info

Product

Resources

About