Cognitive control, intentions, and problem solving in skill learning.
We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'o...
| Publicado en: | Synthese Vol. 200; no. 6; pp. 1 - 19 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160035337&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160035337 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00397857 4LI jtl: Synthese issn: 00397857 maglogo: N pubinfo: dt: Dec2022 vid: 200 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 160035337 10.1007/s11229-022-03920-7 ppf: 1 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 963KB tig: atl: Cognitive control, intentions, and problem solving in skill learning. aug: au: Christensen, Wayne Bicknell, Kath affil: Philosophy, University of Barcelona, Barcelona, Spain School of Social Sciences and School of Psychological Sciences, Macquarie University, Sydney, Australia sug: keyword: Action strategies Cognitive control Intentions Problem solving Skill learning ab: We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Synthese is a copyright of Springer, 2022. All Rights Reserved. item: Synthese holder: Springer Nature dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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