A classification scheme for cognitive strategies: implications for learning and teaching psychomotor skills.
The emphasis in cognitive psychology has been on the study of internal processes associated with processing information leading to task mastery. As one consequence, interest has been spurred in understanding and applying a variety of potential learning and performance strategies that might contribute to achievement in various tasks and situations. After many attempts to instruct people in the use of strategies, the results are far from conclusive. In addition, ambiguity has resulted in the way various strategies have been studied. Considering these circumstances, we propose a framework for classifying strategies that incorporates four criteria: (a) source (externally imposed or self-generated); (b) orientation (task or person); (c) purpose (learning or performance); and (d) scope (task specificity or generality). The purpose of this classification is to aid in interpreting research on strategies, to provide direction for future strategies research, and to communicate how results might be applied. Psychomotor skills are discussed with respect to maximizing the effectiveness of strategy training.
Singer
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Department of Exercise and Sport Sciences, University of Florida, Gainesville.
Chen
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D000223:Adaptation, Psychological / Q000502:physiology; D001288:Attention / Q000502:physiology; D002965:Classification; D003071:Cognition / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D009048:Motor Skills / Q000502:physiology*; D011597:Psychomotor Performance / Q000502:physiology*; D013663:Teaching / Q000379:methods