The transfer of text-editing skill

Singley, Mark K.; Anderson, John R.

doi:10.1016/s0020-7373(85)80047-x

Cited by 257 publications

(271 citation statements)

References 10 publications

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“…Also, the functional masks used may not cover the entire network used for task performance and may not include all regions susceptible to functional change. Finally, this study was designed to determine whether proximal generalization on working memory tasks might occur, which has historically been a central challenge in the learning theory (Singley and Anderson, 1989). Subsequent work should also examine more distal generalization using a variety of working memory tasks, measures that simulate real-world situations, complex cognitive tasks with working memory components, as well as larger samples to replicate the current pattern of findings.…”

Section: Discussionmentioning

confidence: 99%

Prefrontal Cortical Changes Following Cognitive Training in Patients with Chronic Schizophrenia: Effects of Practice, Generalization, and Specificity

Haut

Lim

MacDonald

2010

Neuropsychopharmacol

153

120

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Cognitive training is increasingly used in the treatment of schizophrenia, but it remains unknown how this training affects functional neuroanatomy. Practice on specific cognitive tasks generally leads to automaticity and decreased prefrontal cortical activity, yet broadbased cognitive training programs may avoid automaticity and increase prefrontal cortex (PFC) activity. This study used quasirandomized, placebo-control design and pre/post neuroimaging to examine functional plasticity associated with attention and working memory-focused cognitive training in patients with schizophrenia. Twenty-one participants with schizophrenia or schizoaffective disorder split into two demographically and performance matched groups (nine scanned per group) and nine control participants were tested 6-8 weeks apart. Compared with both patient controls and healthy controls, patients receiving cognitive training increased activation significantly more in attention and working memory networks, including dorsolateral prefrontal cortex, anterior cingulate and frontopolar cortex. The extent to which activity increased in a subset of these regions predicted performance improvements. Although this study was not designed to speak to the efficacy of cognitive training as a treatment, it is the first study to show that such training can increase the ability of patients to activate the PFC regions subserving attention and working memory.

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Section: Discussionmentioning

confidence: 99%

Prefrontal Cortical Changes Following Cognitive Training in Patients with Chronic Schizophrenia: Effects of Practice, Generalization, and Specificity

Haut

Lim

MacDonald

2010

Neuropsychopharmacol

153

120

View full text Add to dashboard Cite

show abstract

“…This strikes to the heart of the major point of disagreement among psychological theories of skill development, the relative importance of well-practiced, specific items, instances or exemplars for the development of skilled performance, as opposed to improvement in performance attributed to the increasingly skillful application of abstract rules or algorithms, uninfluenced by specific instantiations of the rules (Singley & Anderson, 1989). Fluency gains are attributed to the influence of specific examples by the mechanisms of proceduralization and composition in the ACT• theory, restructuring as discussed by Cheng, instance theory, and the competitive chunking model of Servan-Schreiber and Anderson, none of which predict any increase in fluency through generalization to new examples.…”

Section: Discussionmentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

335

187

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Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

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“…Similarity between the development domain and the target domain is a critical determinant in maximizing transfer effects (Singley & Anderson, 1989). Thus, mountaineers' engagement in an intensely emotional and active relationship with the mountains should help to maximize the effective transfer from the high-risk domain to emotional interpersonal relationships.…”

Section: Emotion Regulation and Agencymentioning

confidence: 99%

Great expectations: Different high-risk activities satisfy different motives.

Barlow¹,

Woodman²,

Hardy³

2013

Journal of Personality and Social Psychology

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Research on people's motives for engaging in high-risk activities has typically been viewed through the single-focused lens of sensation seeking. We provide evidence that comprehensively challenges that view. First, we develop and confirm the structure of a 3-factor measure of motives: the Sensation Seeking, Emotion Regulation, and Agency Scale (SEAS; Study 1). We then use the SEAS to provide evidence of differential motives for 2 high-risk activities: skydiving and mountaineering. The motive for skydiving is strongly associated with sensation seeking; the motive for mountaineering is strongly associated with emotion regulation and agency but not with sensation seeking (Study 2). We also show that these conclusions cannot be drawn from existing measures of personality and sensation seeking (Study 3). Finally, individuals who are motivated by emotion regulation and agency needs also have greater expectations regarding their emotion regulation and agency. It is these greater expectations that most successfully discriminate mountaineers from skydivers and control participants (Study 4). It is concluded that researchers should no longer consider risk takers as a homogenous sensation-seeking group and that they should consider risk taking as a potential model of human endeavor. The SEAS can be used as a measure of motives for behavior whenever sensation seeking, agency, or emotion regulation is thought to be at the core of such motives, and the results are discussed in the context of encouraging personality researchers to consider the specific spontaneous behaviors that motivate different people.

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The transfer of text-editing skill

Cited by 257 publications

References 10 publications

Prefrontal Cortical Changes Following Cognitive Training in Patients with Chronic Schizophrenia: Effects of Practice, Generalization, and Specificity

Prefrontal Cortical Changes Following Cognitive Training in Patients with Chronic Schizophrenia: Effects of Practice, Generalization, and Specificity

Psychological Mechanisms Underlying Second Language Fluency

Great expectations: Different high-risk activities satisfy different motives.

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