Automatization through Practice: The Opportunistic-Stopping Phenomenon Called into Question.

Détails

Ressource 1Télécharger: Cognitive Science - 2021 - Dewi - Automatization through Practice The Opportunistic%E2%80%90Stopping Phenomenon Called into.pdf (592.88 [Ko])
Etat: Public
Version: Final published version
Licence: CC BY-NC-ND 4.0
ID Serval
serval:BIB_C4DFC4B91B75
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Institution
Titre
Automatization through Practice: The Opportunistic-Stopping Phenomenon Called into Question.
Périodique
Cognitive science
Auteur⸱e⸱s
Dewi JDM, Bagnoud J., Thevenot C.
ISSN
1551-6709 (Electronic)
ISSN-L
0364-0213
Statut éditorial
Publié
Date de publication
12/2021
Peer-reviewed
Oui
Volume
45
Numéro
12
Pages
e13074
Langue
anglais
Notes
Publication types: Journal Article
Publication Status: ppublish
Résumé
As a theory of skill acquisition, the instance theory of automatization posits that, after a period of training, algorithm-based performance is replaced by retrieval-based performance. This theory has been tested using alphabet-arithmetic verification tasks (e.g., is A + 4 = E?), in which the equations are necessarily solved by counting at the beginning of practice but can be solved by memory retrieval after practice. A way to infer individuals' strategies in this task was supposedly provided by the opportunistic-stopping phenomenon, according to which, if individuals use counting, they can take the opportunity to stop counting when a false equation associated with a letter preceding the true answer has to be verified (e.g., A + 4 = D). In this case, such within-count equations would be rejected faster than false equations associated with letters following the true answers (e.g., A + 4 = F, i.e., outside-of-count equations). Conversely, the absence of opportunistic stopping would be the sign of retrieval. However, through a training experiment involving 19 adults, we show that opportunistic stopping is not a phenomenon that can be observed in the context of an alphabet-arithmetic verification task. Moreover, we provide an explanation of how and why it was wrongly inferred in the past. These results and conclusions have important implications for learning theories because they demonstrate that a shift from counting to retrieval over training cannot be deduced from verification time differences between outside and within-count equations in an alphabet-arithmetic task.
Mots-clé
Counting, Knowledge acquisition, Learning, Retrieval, Strategies, Training
Pubmed
Web of science
Open Access
Oui
Création de la notice
03/01/2022 14:11
Dernière modification de la notice
07/01/2022 7:33
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