Following new task instructions: Evidence for a dissociation between knowing and doing
Marcel Brass1, Baptist Liefooghe2, Senne Braem1
1Department of Experimental Psychology, Ghent University, Belgium.
Neuroscience and Biobehavioral Reviews
|November 28, 2017
Summary
Following new instructions requires understanding verbal information and converting it into action. This process involves three phases: instruction, implementation, and application, crucial for learning and cultural knowledge transmission.
Area of Science:
- Cognitive Neuroscience
- Psychology
Background:
- Instruction following is vital for learning new behaviors and cultural knowledge transmission.
- Successful instruction following involves processing verbal information and translating it into actionable procedures.
Purpose of the Study:
- To review the behavioral and neuroimaging literature on following new instructions.
- To elucidate the functional mechanisms underlying instruction following and its contribution to cognitive processes.
Main Methods:
- Review of behavioral studies on instruction following.
- Analysis of neuroimaging literature to identify neural correlates.
- Examination of working memory models in relation to instruction following.
Main Results:
- Instruction following can be delineated into three distinct phases: instruction, implementation, and application.
- Each phase involves specific transformations of information from declarative to procedural formats.
- The study identifies boundary conditions, capacity limits, and neural correlates for each phase.
Conclusions:
- Understanding the phases of instruction following enhances our knowledge of cognitive mechanisms.
- This framework provides insights into how individuals acquire behaviors and cultural knowledge.
- Relating these phases to working memory models offers a comprehensive view of cognitive control.
Keywords:
Dissociation of knowing and doingFrontoparietal networkGoal neglectInstruction followingPrepared reflexMore Related Videos
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