Initial Skill Learning: An Analysis of How Elaborations Facilitate the Three Components.

Autor/inn/en	Charney, Davida H.; Reder, Lynne M.
Institution	Carnegie-Mellon Univ., Pittsburgh, PA. Dept. of Psychology.
Titel	Initial Skill Learning: An Analysis of How Elaborations Facilitate the Three Components.
Quelle	(1986), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analogy; Cognitive Development; Cognitive Mapping; Comprehension; Computer Software; Critical Incidents Method; Instructional Materials; Learning Processes; Learning Strategies; Learning Theories; Models; Skill Analysis; Skill Development + Suchen Sie Ihr Suchwort? Analogie; Kognitive Entwicklung; Verstehen; Verständnis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This paper outlines the components of initial cognitive skill acquisition and analyses features of elaborations in the instructional materials that can facilitate each component. Three basic components of skill learning are identified: (1) learning novel concepts and the functionality of novel concepts and procedures; (2) learning how to execute the procedures; and (3) learning the conditions under which the procedures can and should be applied. Three types of elaborations are analyzed in terms of the requirements of these components: analogies, simple instantiations, and situation examples. Situation examples are held to be the most useful type of elaboration for skill learning because each example can contribute to learning in all three components. On the other hand, while analogies can be constructed to illustrate each component, they are more likely to help people learn the functionality of a procedure than how to execute it or when to select it. However, since learners tend to rely on examples as models, it is important to choose examples with care and to provide enough examples to illustrate the range of application of a rule or procedure. Otherwise, learners, may interpret a rule incorrectly or make spurious assumptions about the conditions under which it applies. (Author/PN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC