Trait-based cue Utilization and initial skill acquisition: implications for models of the progression to expertise

Wiggins, Mark W.; Brouwers, Sue; Davies, Joel; Loveday, Thomas

doi:10.3389/fpsyg.2014.00541

Cited by 31 publications

(40 citation statements)

References 45 publications

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“… Wiggins et al (2014) demonstrated a relationship between a general capacity for cue utilization and skill acquisition in experiments involving learning to land an aircraft and learning to operate a line-of-sight Unmanned Aerial Vehicle (UAV). Using the situation judgment test EXPERTise (1.0) ( Wiggins et al, 2010 ) to provide a composite assessment of cue-utilization, greater levels of cue utilization were associated with improved accuracy in landing the aircraft following four trials, and with fewer trials to reach criterion in learning to take-off and land a UAV.…”

Section: Introductionmentioning

confidence: 99%

Cue Utilization and Cognitive Load in Novel Task Performance

et al. 2016

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This study was designed to examine whether differences in cue utilization were associated with differences in performance during a novel, simulated rail control task, and whether these differences reflected a reduction in cognitive load. Two experiments were conducted, the first of which involved the completion of a 20-min rail control simulation that required participants to re-route trains that periodically required a diversion. Participants with a greater level of cue utilization recorded a consistently greater response latency, consistent with a strategy that maintained accuracy, but reduced the demands on cognitive resources. In the second experiment, participants completed the rail task, during which a concurrent, secondary task was introduced. The results revealed an interaction, whereby participants with lesser levels of cue utilization recorded an increase in response latency that exceeded the response latency recorded for participants with greater levels of cue utilization. The relative consistency of response latencies for participants with greater levels of cue utilization, across all blocks, despite the imposition of a secondary task, suggested that those participants with greater levels of cue utilization had adopted a strategy that was effectively minimizing the impact of additional sources of cognitive load on their performance.

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Section: Introductionmentioning

confidence: 99%

Cue Utilization and Cognitive Load in Novel Task Performance

et al. 2016

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“…Cognitive psychology has found that skills such as the psychomotor skill of writing on a typewriter or the cognitive skill of calculating the square-root of a two-digit number are acquired through exercise, that is, through repetition of the same activities ( Anderson, 1982 ; VanLehn, 1996 ; Sun et al, 2001 ; Wiggins et al, 2014 ). Skill acquisition can be understood as skill composition, that is, combining component skills in novel ways or adapting already-known component skills to enable the performance of new tasks ( Salvucci, 2013 ).…”

Section: Declarative and Non-declarative Knowledge In Organizational mentioning

confidence: 99%

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

Kump¹,

Moskaliuk

Creß³

et al. 2015

Front. Psychol.

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Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.

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“…In a study of athletes and musicians, Braun Janzen et al ( 2014 ) showed that training affects performance involving timing and rhythmic movements: athletes were more precise making continuous movements, whereas musicians were more precise for discrete movements. In a study of skill acquisition in a flight simulator, Wiggins et al ( 2014 ) found that a general capacity for acquiring and using cues was related to performance in landing an aircraft in the simulator.…”

Section: Cognitive Processes In Expertisementioning

confidence: 99%