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Related Experiment Videos

Using numerosity judgments to determine what is learned during automatization

J T Green1

  • 1Department of Psychology, Temple University, Philadelphia, Pennsylvania 19122, USA. jgreen@astro.ocis.temple.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition
|July 1, 1997
PubMed
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Learning skilled performance requires understanding what information is crucial. This study shows that both the overall pattern configuration and the identity of its components are vital for automatizing a counting task.

Area of Science:

  • Cognitive Psychology
  • Learning Sciences
  • Human-Computer Interaction

Background:

  • Understanding the nature of information supporting skilled, or automatic, performance is a key question in learning.
  • Previous research has not fully elucidated the specific types of information critical for automatization.

Purpose of the Study:

  • To investigate the role of overall pattern configuration and constituent identity in learning and automatizing a visual counting task.
  • To determine if attended information during training is necessary for subsequent automatic performance.

Main Methods:

  • Two experiments were conducted where participants performed a pattern counting task on a computer screen.
  • Participants completed 4 training sessions (240 trials each) on specific patterns.

Related Experiment Videos

  • A final session involved patterns that differed in either overall configuration (Experiment 1) or constituent identity (Experiment 2).

    • Main Results:

    • Both overall pattern configuration and the identity of individual components were found to be important for learning.
    • The results indicate that both types of information are necessary for the automatization of the counting task.
    • What is attended to during the training phase is crucial for supporting automatic performance in later stages.

    Conclusions:

    • Skilled performance and automatization in a counting task depend on learning both the global structure and local details of visual patterns.
    • The findings support the principle that attentional focus during learning directly impacts the ability to perform tasks automatically.
    • This research highlights the importance of comprehensive information processing for developing automaticity in cognitive tasks.