Abstract
The nature of individual differences in novel and practiced performance on skill acquisition tasks is considered from an information processing framework that incorporates concepts derived from automatic/controlled processing and attentional resource perspectives. A set of skill acquisition experiments graphically demonstrate changes in individual differences parameters via manipulating task characteristics of 1) information processing consistency, 2) memory load, 3) stimulus novelty. A further experiment illustrates the effects of novel, but consistent information processing demands on abilities, within a transfer-of-training paradigm. Results are discussed in the context of ability/skill relations.
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