Handbook of Psychology, Volume 4: Experimental Psychology

(Axel Boer) #1

522 Procedural Memory and Skill Acquisition


Perruchet, P., & Amorim, M. A. (1992). Conscious knowledge and
changes in performance sequence learning: Evidence against
dissociation.Journal of Experimental Psychology: Learning,
Memory, and Cognition, 18,785–800.
Perry, D. H., & Naish, J. M. (1964). Flight simulation for research.
Journal of the Royal Aeronautical Society, 68,645–662.
Pew, R. W. (1966). Acquisition of hierarchical control over the
temporal organization of a skill. Journal of Experimental Psy-
chology, 71,764–771.
Posner, M. I., & Snyder, C. R. (1975). Attention and cognitive con-
trol. In R. L. Solso (Ed.), Information processing and cognition:
The Loyola symposium(pp. 55–85). Hillsdale, NJ: Erlbaum.
Povel, D. J., & Collard, R. (1982). Structural factors in patterned
finger tapping. Acta Psychologica, 52,107–123.
Proctor, R. W., & Dutta, A. (1993). Do the same stimulus-response
relations influence choice reactions initially and after practice?
Journal of Experimental Psychology: Learning, Memory, and
Cognition, 19,922–930.
Proctor, R. W., & Dutta, A. (1995). Principles of skill acquisition
and human performance.Newbury Park, CA: Sage.
Proteau, L. (1992). On the specificity of learning and the role of vi-
sual information in movement control. In L. Proteau & D. Elliott
(Eds.),Vision and motor control(pp. 67–103). Amsterdam:
North-Holland.
Proteau, L., & Cournoyer, J. (1990). Vision of the stylus in a manual
aiming task: The effects of practice. Quarterly Journal of Exper-
imental Psychology, 42A,811–828.
Proteau, L., Marteniuk, R. G., & Levesque, L. (1992). A sensori-
motor basis for motor learning: Evidence indicating specificity
of practice. Quarterly Journal of Experimental Psychology, 44A,
557–575.
Proteau, L., Tremblay, L., & DeJaeger, D. (1998). Practice does not
diminish the role of visual information in on-line control of a
precision walking task: Support for the specificity of practice
hypothesis.Journal of Motor Behavior, 30,143–150.
Rabin, M. D. (1988). Experience facilitates olfactory quality dis-
crimination.Perception & Psychophysics, 44,532–540.
Ridderinkhof, K. R., van der Molen, M. W., Band, G. P. H., &
Bashore, T. R. (1997). Sources of interference from irrelevant
information: A developmental study. Journal of Experimental
Child Psychology, 65,315–341.
Rosenbloom, P. S., & Newell, A. (1987). An integrated computa-
tional model of stimulus-response compatibility and practice. In
G. H. Bower (Ed.), The psychology of learning and motivation
(Vol. 21, pp. 1–52). New York: Academic Press.
Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning,
and restructuring: Three modes of learning. In J. W. Cotton &
R. Klatzky (Eds.), Semantic factors in cognition(pp. 37–53).
Hillsdale, NJ: Erlbaum.
Salas, E., & Cannon-Bowers, J. A. (1997). Methods, tools, and
strategies for team training. In M. A. Quiñones & A. Ehrenstein


(Eds.),Training for a rapidly changing workplace: Applications
of psychological research(pp. 249–279). Washington, DC:
American Psychological Association.
Salthouse, T. A. (1991). Expertise as the circumvention of human
processing limitations. In K. A. Ericsson & J. Smith (Eds.),
Toward a general theory of expertise: Prospects and limits. New
York: Cambridge University Press.
Schmidt, R. A., Young, D. E., Swinnen, S., & Shapiro, D. D. (1989).
Summary knowledge of results for skill acquisition: Support for
the guidance hypothesis. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 15,352–359.
Schneider, V. I., Healy, A. F., Ericsson, K. A., & Bourne, L. E., Jr.
(1995). The effects of contextual interference on the acquisition
and retention of logical rules. In A. F. Healy & L. E. Bourne, Jr.
(Eds.),Learning and memory of knowledge and skills: Durabil-
ity and specificity(pp. 95–131). Thousand Oaks, CA: Sage.
Schneider, W., & Detweiler, M. (1988). The role of practice in dual-
task performance: Toward workload modeling in a connectionist/
control architecture.Human Factors, 30,539–566.
Schneider, W., & Fisk, A. D. (1982). Degree of consistent training:
Improvements in search performance and automatic process de-
velopment.Perception & Psychophysics, 31,160–168.
Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic
human information processing: I. Detection, search, and atten-
tion.Psychological Review, 84,1–66.
Schneider, W., Vidulich, M., & Yeh, Y.-Y. (1982). Training spatial
skills for air-traffic control. Proceedings of the Human Factors
Society 26th Annual Meeting(pp. 10–14). Santa Monica, CA:
Human Factors Society.
Schvaneveldt, R. W. (Ed.). (1990). Pathfinder associative networks:
Studies in knowledge organization.Norwood, NJ: Ablex.
Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects
on the acquisition, retention, and transfer of a motor skill. Jour-
nal of Experimental Psychology: Learning, Memory, and Cogni-
tion, 5,179–187.
Shebilske, W., Goettl, B., & Regian, J. W. (1999). Executive control
of automatic processes as complex skills develop in laboratory
and applied settings. In D. Gopher & A. Koriat (Eds.), Attention
and performance: Vol. 17. Cognitive regulation of performance:
Interaction of theory and application(pp. 401–432). Cambridge,
MA: MIT Press.
Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic
human information processing: II. Perceptual learning, auto-
matic attending, and a general theory. Psychological Review, 84,
127–190.
Simon, H. A, & Chase, W. G. (1973). Skill in chess. American
Scientist, 61,394–403.
Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive
skill.Cambridge, MA: Harvard University Press.
Sowden, P. T., Davies, I. R. L., & Roling, P. (2000). Perceptual learn-
ing of the detection of features in X-ray images: A functional role
Free download pdf