Edith Cowan University Research Online Theses : Honours Theses 2010 Automaticity as a predictor of skill transfer Jana Melis Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses_hons Part of the Educational Psychology Commons Recommended Citation Melis, J. (2010). Automaticity as a predictor of skill transfer. https://ro.ecu.edu.au/theses_hons/1341 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses_hons/1341 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. 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Predicting Transfer from Automaticity i Automaticity as a Predictor of Skill Transfer Jana Melis A report submitted in Partial fulfilment of the Requirements for the award of Bachelor of Arts (Psychology) Honours, Faculty of Computing, Health and Science, Edith Cowan University. Submitted October, 2010 I declare that this assignment is my own work and does not include: (i) material from published sources used without proper acknowledgement; or (ii) material copied from the work of other students. Signature Date Predicting Transfer from Automaticity n Automaticity as a Predictor of Skill Transfer Abstract Research into the effect of automaticity on skill transfer has resulted in conflicting conclusions about how automatic processes act on the transferability of skill. The research in this study was designed to investigate the existence and nature of the relationship between automaticity in skill acquisition and the ability to transfer that skill to a different task. Using a quantitative research design, a simple counting exercise was used to train participants in a skill, with the amount of training manipulated between groups. Accuracy rates and reaction times were recorded and analysed to determine the variance within and between the groups between initial training, final training, and transfer blocks to gauge the degree of skill transfer as a function of the amount of practice (degree of automaticity). Theories of ACT (Anderson, 1981, 1982, 1983) and Instance theory (Logan, 1988) of skill acquisition are detailed and applied to outcomes to explain characteristics of the underlying mechanisms of acquiring skill and the ways they account for improvements toward automatic performance. Furthermore, varied research and views on the affects of automaticity on skill transfer are outlined and applied to elucidate the outcomes in the analyses of results. Outcomes indicated that performance improved with increased training. This was demonstrated both over trials within the groups, and by comparisons between the groups in their final training blocks. Linear regression analysis of the data was conducted to observe changes in performance as a function of the number of stars that appeared in the stimuli. These too showed greater levels of automaticity were approached with extended training. The participants who received the most training showed less variation in performance despite the numerosity of stars than did those who received less training by the end of the training phase. Finally, correlation analysis between slope (m) values and reaction time differences between final training and transfer blocks indicated that those participants who received the greatest amount of training also experienced the greatest amount of disruption to performance when presented with the initial transfer task. The findings of the study are discussed in relation to skill acquisition and previous observations of the effects of automatic performance on transfer. It is concluded that the results indicate it is possible that varied degrees of automaticity could be used to gauge skill transfer. COPYRIGHT AND ACCESS DECLARATION I certify that this thesis does not, to the best of my knowledge and belief: (i) Incorporate without acknowledgment any material previously submitted for a degree or diploma in any institution of higher degree or diploma in any institution of higher education; (ii) Contain any material previously published or written by another person except where due reference is made in the text of this thesis; or (iii) Contain any defamatory material. (iv) Contain any data that has not been collected in a manner consistent with ethics approval. The Ethics Committee may refer any incidents involving requests for ethics approval after data collection to the relevant Faculty for action. Signed ... Date .............................................v d II 11 . Predicting Transfer from Automaticity 1v Acknowledgements I would like to give sincere thanks to: Dr Craig Speelman for his academic supervision and sharing of knowledge and expertise in the field of skill acquisition, research, and statistical analyses. The staff of the School of Psychology Department of Edith Cowan University who accommodated for access to research resources My research partners, Jacinta Avriltan and Amanda Puchar, for their assistance in conducting the experiment and support when things did not go to plan. Friends, family, students of Edith Cowan University, and other participants who generously gave their time to take part in the research and without whom would not have made the study possible. And my friends and family who I shared my ordeals with over the duration of the course. Predicting Transfer from Automaticity v Table of Contents Title Page ......................................................................................... .i Abstract ........................................................................................... .ii Declaration ....................................................................................... iii Acknowledgements ............................................................................. .iv Table of Contents .................................................................................v Introduction ................................................................................... ... 1 Skill Acquisition ......................................................................... 1 Adaptive Control of Thought .......................................................... 3 Instance Theory .......................................................................... 5 Power Law of Practice .................................................................. 6 Automaticity .............................................................................. 7 Skill Transfer ........................................................................... 10 The Current Study ..................................................................... 13 Method ........................................................................................... 17 Research Design ........................................................................ 17 Participants .............................................................................. 18 Materials ................................................................................. 19 Procedure... ..................................................................... 20 Results ......................................................... ..................................22 Accuracy ..... , ........................................................................... 22 Reaction Time Performance ......................................................... .23 Transfer Disruption ....................................................................25 Regression Analysis ...................................................................26 .Discussion ....................................................................................... 2 9 Limitations and Future Research ..................................................... 35 Predicting Transfer from Automaticity v1 Conclusions .............................................................................. 6 References ....................................................................................... 3 8 Appendix A ......................................................................................42 Appendix B ......................................................................................43 Appendix C ......................................................................................44 Appendix D ......................................................................................45 Appendix E ......................................................................................