• Summary
  • Contents
  • Subject index

By analyzing the results of experiments that use a wide variety of training tasks including those that were predominantly perceptual, cognitive, or motoric, this volume answers such questions as: Why do some people forget certain skills faster than others? What kind of training helps people retain new skills longer? Inspired by the work of Harry Bahrick and the concept of “permastore,” the contributors explore the Stroop effect, mental calculation, vocabulary retention, contextual interference effects, autobiographical memory, and target detection. They also summarize an investigation on specificity and transfer in choice reaction time tasks. In each chapter, the authors explore how the degree to which reinstatement of training procedures during retention and transfer tests accounts for both durability and specificity of training. Researchers and administrators in education and training will find important implications in this book for enhancing the retention of knowledge of skills. “You have to read this book. Anyone interested in training will want to read it. This book provides the theoretical bases of the acquisition of durable skills for the next decade. It advances and demonstrates a new principle of skill learning that will prove to be as important as the encoding specificity principle and its corollary, the principle of transfer appropriate processing. This new principle is that highly practiced skill learning will be durable when the retention test embodies the procedures employed during acquisition. This principle, and the other important findings reported in this text, will have a great impact on the evolution of memory theory and on the wide range of applications.” --Douglas Hermann, University of Maryland

Acquisition and Transfer of Response Selection Skill
Acquisition and transfer of response selection skill
Robert W.Proctor
AddieDutta

We review the primary findings of our research on the acquisition and transfer of response selection skill in choice-reaction tasks and discuss studies that examine the influence of practice on responding to spatial location and symbolic stimuli in stimulus-response compatibility, precuing, and categorical learning tasks. The influence of practice in these tasks is such that performance improvements occur rapidly and are retained well for at least 1 week. Stimulus-response compatibility effects endure throughout practice, but a pattern of differential precuing benefits tends to disappear. Transfer findings show that the performance improvements that occur with practice involve primarily the speed with which response locations assigned to stimuli can be selected, although direct ...

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