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Anderson(1981,1983)developedaframeworkfortheacquisitionofcognitiveskillinwhichthedecl...
Anderson (1981, 1983) developed a framework for the acquisition of cognitive skill
in which the declarative and procedural phases correspond with Fitts’s cognitive
and autonomous phases. In place of an intermediary associative phase, Anderson
argued that there is a continuous process of ‘knowledge compilation’ involving the
conversion of declarative knowledge into procedural knowledge. Proctor and
Dutta (1995: 18), in what is arguably the most authoritative text on skill acquisition,
deWne skill as ‘goal-directed, well-organized behavior that is acquired through
practice and performed with economy of eVort.’ 展开
in which the declarative and procedural phases correspond with Fitts’s cognitive
and autonomous phases. In place of an intermediary associative phase, Anderson
argued that there is a continuous process of ‘knowledge compilation’ involving the
conversion of declarative knowledge into procedural knowledge. Proctor and
Dutta (1995: 18), in what is arguably the most authoritative text on skill acquisition,
deWne skill as ‘goal-directed, well-organized behavior that is acquired through
practice and performed with economy of eVort.’ 展开
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安德森(1981，1983)开发一个骨架为获得的认知技能，陈述，程序的阶段符合菲特的认知的，自主的阶段。代替一个媒介关联的相，安德森争论塔
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