Ability and Metacognitive Determinants of Skill Acquisition and Transfer
Final rept. 1 Jan 1989-30 Apr 1990
MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
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This report reviews a theoretical framework and empirical research concerning the interactions between cognitive abilities both general intellectual and perceptual speed and self-regulatorymetacognitive processes including emotion control and motivation control during complex skill acquisition. The framework outlines how ability and metacognitive strategies affect attention and cognitive effort as determinants of individual and group differences in task performance during skill acquisition. Specifically, the self-regulatory strategy of emotion control affects task performance early in skill acquisition, when strategy of emotion control affects task performance early in skill acquisition, when attentional resource demands are diminished. Individual differences in general ability interact with the dynamic attentional demands of complex tasks during training, and thus further interact with the influence of these two self-regulatory strategies. Two experiments delineating the interactive effects of training for emotion control and motivation control were conducted, with a criterion air traffic controller simulation task.