Principles derived from the study of simple skills do not generalize to complex skill learning

By Gabriele Wulf, C. Shea. 2002

836 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

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Citations in the corpus

Policy Consolidation for Continual Reinforcement Learning (2019, background): “A more speculative alternative explanation could be that consolidation in the PC model is more effective when learning in blocks, as is thought to be the case for humans learning complex motor skills (Wulf & Shea, 2002).”
Comparing continual task learning in minds and machines (2018, background): “Interleaving might allow task sets to be constantly reinstantiated from memory, conferring robustness on the relevant representations (15), or amplify category-salient Significance Humans learn to perform many different tasks over the life-span, such as speaking both French and Spanish.”
Variability of practice as an interface between motor and cognitive development (2016, background): “Thus, the system may be overloaded and the potential benefits of variability of practice disrupted (Wulf & Shea, 2002).”
The Role of Nonlinear Pedagogy in Physical Education (2007, result): “These ideas on augmented feedback have received some support from work by Wulf and Shea (2002), who observed that an external focus that directed performers’ attention toward the movement effects, rather than to other external sources of information, yielded better learning and performance of a…”
Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004, background): “…whereas learning situations with low processing demands will benefit from practice conditions that increase the load and challenge the learner, learning situations with an extremely high load will benefit from practice conditions that reduce the load to more manageable levels (Wulf and Shea 2002).”
Motor-skill learning in older adults—a review of studies on age-related differences (2008, background): “Complexity and difficulty According to Wulf and Shea [70], a skill is defined as complex if it cannot be mastered in a single session, has more than one degree of freedom, and has the potential to be ecologically valid.”
Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2012, methodology): “Another reason might be that in an early learning phase, concurrent feedback can prevent cognitive overload and, therefore, enhance learning of complex motor tasks (Wulf & Shea, 2002).”
Principles of motor learning in treatment of motor speech disorders. (2008, background): “The benefits of random practice may be reduced by factors that increase task difficulty (e.g., inexperience of the learner, greater task complexity), perhaps due to a cognitive overload (Wulf & Shea, 2002).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “Directing learners’ focus of attention on external movement outcomes has been found to complement exploration, allow less conscious control of movement, and have a positive effect on learning and performance (Wulf et al. 2000; Wulf and Shea 2002; Peh, Chow, and Davids 2011).”
Flexible Cognitive Strategies during Motor Learning (2011, background): “The type of motor task and nature of the instruction can have varying effects on motor execution and learning [1–3].”
Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006, background): “TEACHING SIMPLE VS. COMPLEX TASKS Research indicates that many instructional methods that work well for simple tasks do not work well for complex tasks, and vice versa (for overviews, see Bainbridge, 1997; Wulf & Shea, 2002).”
Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning (2004, background): “…or implicitly, in a variety of sources over many years (notably, Lintern & Gopher, 1978; Marteniuk, 1976; K. M. Newell, McDonald, & Kugler, 1991; Wulf & Shea, 2002).1 As defined by Crick and Koch (2003), “A framework is not a detailed hypothesis or set of hypotheses; rather, it is a suggested…”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “A related KLI assumption is that many learning processes and instructional design decisions are not restricted to a domain as whole but are determined by the type of KCs being learned (cf. Sweller & Chandler, 1994; Wulf & Shea, 2002).”