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...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/216602 |
| Acceso en línea: | https://hdl.handle.net/2445/216602 |
| Access Level: | acceso abierto |
| Palabra clave: | Competències transversals Resolució de problemes Cognició Intencionalitat (Filosofia) Acte (Filosofia) Generic competences Problem solving Cognition Intentionality (Philosophy) Act (Philosophy) |
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Cognitive control, intentions, and problem solving in skill learningChristensen, WayneBicknell, KathCompetències transversalsResolució de problemesCognicióIntencionalitat (Filosofia)Acte (Filosofia)Generic competencesProblem solvingCognitionIntentionality (Philosophy)Act (Philosophy)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.Springer Verlag2024202420222024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion36 p.application/pdfhttps://hdl.handle.net/2445/216602Articles publicats en revistes (Filosofia)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1007/s11229-022-03920-7Synthese, 2022, vol. 200, num.6https://doi.org/10.1007/s11229-022-03920-7cc by (c) Christensen, Wayne et al., 2022http://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2166022026-05-29T05:05:01Z |
| dc.title.none.fl_str_mv |
Cognitive control, intentions, and problem solving in skill learning |
| title |
Cognitive control, intentions, and problem solving in skill learning |
| spellingShingle |
Cognitive control, intentions, and problem solving in skill learning Christensen, Wayne Competències transversals Resolució de problemes Cognició Intencionalitat (Filosofia) Acte (Filosofia) Generic competences Problem solving Cognition Intentionality (Philosophy) Act (Philosophy) |
| title_short |
Cognitive control, intentions, and problem solving in skill learning |
| title_full |
Cognitive control, intentions, and problem solving in skill learning |
| title_fullStr |
Cognitive control, intentions, and problem solving in skill learning |
| title_full_unstemmed |
Cognitive control, intentions, and problem solving in skill learning |
| title_sort |
Cognitive control, intentions, and problem solving in skill learning |
| dc.creator.none.fl_str_mv |
Christensen, Wayne Bicknell, Kath |
| author |
Christensen, Wayne |
| author_facet |
Christensen, Wayne Bicknell, Kath |
| author_role |
author |
| author2 |
Bicknell, Kath |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Competències transversals Resolució de problemes Cognició Intencionalitat (Filosofia) Acte (Filosofia) Generic competences Problem solving Cognition Intentionality (Philosophy) Act (Philosophy) |
| topic |
Competències transversals Resolució de problemes Cognició Intencionalitat (Filosofia) Acte (Filosofia) Generic competences Problem solving Cognition Intentionality (Philosophy) Act (Philosophy) |
| description |
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. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022 2024 2024 2024 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://hdl.handle.net/2445/216602 |
| url |
https://hdl.handle.net/2445/216602 |
| dc.language.none.fl_str_mv |
Inglés |
| language_invalid_str_mv |
Inglés |
| dc.relation.none.fl_str_mv |
Reproducció del document publicat a: https://doi.org/10.1007/s11229-022-03920-7 Synthese, 2022, vol. 200, num.6 https://doi.org/10.1007/s11229-022-03920-7 |
| dc.rights.none.fl_str_mv |
cc by (c) Christensen, Wayne et al., 2022 http://creativecommons.org/licenses/by/3.0/es/ info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
cc by (c) Christensen, Wayne et al., 2022 http://creativecommons.org/licenses/by/3.0/es/ |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
36 p. application/pdf |
| dc.publisher.none.fl_str_mv |
Springer Verlag |
| publisher.none.fl_str_mv |
Springer Verlag |
| dc.source.none.fl_str_mv |
Articles publicats en revistes (Filosofia) reponame:Recercat. Dipósit de la Recerca de Catalunya instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Recercat. Dipósit de la Recerca de Catalunya |
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Recercat. Dipósit de la Recerca de Catalunya |
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15,81155 |