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Understanding the Stages of Learning: From Novice to Expert

This chapter explores the stages of learning as outlined by Fitts & Posner (1967), focusing on the cognitive, associative, and autonomous stages. It examines the feelings experienced during early learning, such as tension or confusion, and the nature of performance characterized by errors and effort. The text discusses how practice transforms performance from effortful and error-prone to nearly automatic, highlighting important concepts like the power law of practice and the role of environmental cues. It also addresses the factors that influence expertise and whether early success predicts ultimate achievement in skill development.

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Understanding the Stages of Learning: From Novice to Expert

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  1. Chapter 12 Stages of Learning

  2. Stages of learning • How did you feel on your first driving lesson? • Relaxed? Tense? Confused? • What characterized your performance? • Error full? Error free? • And how about the effort required? • Lots? Little?

  3. Stages of learning Fitts & Posner (1967) Cognitive stage Autonomous stage Associative stage Practice time • Cognitive: • Learning what the task requires • Forming a correct template • Highly effortful and drains attention

  4. Stages of learning Fitts & Posner (1967) Cognitive stage Autonomous stage Associative stage Practice time • Associative: • Forming an association between the task and relevant environmental cues • Fewer & smaller errors • Less effortful; less draining on attention

  5. Stages of learning Fitts & Posner (1967) Cognitive stage Autonomous stage Associative stage Practice time • Autonomous: • Performance is automatic/habitual • Few errors • Minimal effort – so now you can drive, talk on the phone, read a map, brush your teeth, floss, and eat chicken wings

  6. Rate of learning - Power law of practice Limb segment coordination – freezing and freeing d. of f. Intrinsic dynamics Muscles used Energy used Kinematic features of movement displacement, velocity, acceleration (in that order) Visual attention Conscious attention Error detection and correction What else changes with learning? (See pages ???-??? in text – these are well explained)

  7. Expertise • Average time before attainment • Ericsson et al. (1993): 10 years @ about 5 hours p/day, 3-5 days p/wk. Eek. • Features of… • More sophisticated knowledge • Different & more efficient use of vision

  8. Does early success predict later achievement? • Are those who succeed early the same as those who succeed ultimately? • Apparently not…

  9. Does early success predict later achievement? • And why not? • Ackerman (1992): Ability type Stage of learning General cognitive and broad-content abilities Cognitive Perceptual speed abilities Associative Perceptual and motor abilities Autonomous

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