Acquisition of cognitive skill.

By John R. Anderson. 1982

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Citations in the corpus

Relational inductive biases, deep learning, and graph networks (2018, background): “We solve novel problems by composing familiar skills and routines (Anderson, 1982), for example traveling to a new location by composing familiar procedures and objectives, such as “travel by airplane”, “to San Diego”, “eat at”, and “an Indian restaurant”.”
Architecture of Entrepreneurial Learning: Exploring the Link among Heuristics, Knowledge, and Action (2009, unknown): “For learning to yield an advantage, people must assimilate and organize newly formed knowledge (Anderson, 1982; Bower, 1977; Kolb, 1984).”
FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, unknown): “…practice model to explain these frequency effects whereby processing speed can be explained simply by reference to the power law of learning (Anderson, 1982; Ellis & Schmidt, 1997; Newell, 1990), which is generally used to describe the relationships between practice and performance in the…”
An Approach to the Formal Analysis of User Complexity (1999, background): “For example, the edit buffer in an editor can be considered as a register. Thus, the input set for an augmented machine consists of either inputs from the user, or some test on the contents of one or more registers. The output set for the machine consists both of user outputs that are signals to the”
Automaticity: a theoretical and conceptual analysis. (2006, unknown): “…(Bargh, 1994; Shiffrin & Schneider, 1977), “conscious” processes (Posner & Klein, 1973), “attentional” processes (Logan, 1980), “deliberate” processes (Anderson, 1982), and “strategic” processes (Posner & Snyder, 1975a, 1975b). in the capacity literature—efficient, unintentional,…”
Intuition: a social cognitive neuroscience approach. (2000, background): “There are certainly motor habits, tendencies, and biases, but there is also a strain of cognition that is habitual, namely, implicit learning (Anderson, 1982; Reber, 1993).”
Interdisciplinary Learning: Process and Outcomes (2002, unknown): “Declarative knowledge (factual information) and procedural knowledge (process-based information), used for problem solving or step-by-step task completion (Anderson, 1982), form the foundation for the acquisition of structural knowledge.”
Why Do Only Some Events Cause Learning During Human Tutoring? (2003, background): “In terms of Anderson’s three stages of cognitive skill acquisition ( Anderson, 1982; VanLehn, 1996), the students are in the second stage.”
The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective (2005, background): “Indeed, from Galton (1869/1972), to Bartlett (1932), to Piaget (1952), to cognitive psychologists such as Anderson (1982), theories of cognitive skills have been built on theories of physical skills.”
Toward an instance theory of automatization. (1988, background): “…has been accepted as a nearly universal description of skill acquisition to such an extent that it is treated as a law, a benchmark prediction that theories of skill acquisition must make to be serious contenders (see, e.g., Anderson, 1982; Grossman, 1959;MacKay, 1982; Newell &Rosenbloom , 1981).”
Teachers’ perspectives on “authentic mathematics” and the two-column proof form (2009, unknown): “For this reason, dispositions important for the working mathematician, such as working backwards, mapping a strategy, or structuring a proof, are poorly accommodated in the way geometry classes tend to use the two-column format (see Anderson 1982; Greeno 1980; Herbst 2002b; Leron 1983; Thurston 19”
Typology of knowledge, skills and competences : clarification of the concept and prototype (2006, methodology): “Based on this approach, Anderson (1981; 1982; 1983; 1987) developed a framework for acquiring cognitive skill in which the declarative and procedural phases correspond with Fitt’s cognitive and autonomous phases.”
An Integrative Definition of Coaching Effectiveness and Expertise (2009, methodology): “Anderson [28] suggested that knowledge could be split into two broad domains: declarative knowledge and procedural knowledge.”