Area:
Cognitive Psychology
We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see low-probability grants and correct any errors in linkage between grants and researchers.
High-probability grants
According to our matching algorithm, Ralph Roberts is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
1985 — 1986 |
Roberts, Ralph J |
F32Activity Code Description: To provide postdoctoral research training to individuals to broaden their scientific background and extend their potential for research in specified health-related areas. |
The Acquisition of Complex Perception-Action Skills |
0.958 |
1987 — 1990 |
Haith, Marshall (co-PI) [⬀] Roberts, Ralph |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Organization and Acquisition of Complex Perception Action Skills
People learn a remarkable variety of perception-action skills during their lifetime, from playing sports and musical instruments to operating vehicles and using computers. Our ability to acquire such skills in relatively short periods of time is remarkable and unique. Other animals perform highly skilled actions, but are unable to learn new skills beyond relatively narrow behavioral limits. Understanding how such skills are acquired and performed is critical for building theories of human learning and action. This knowledge is also important for devising optimal training techniques and for designing machines capable of skilled action. Unfortunately, very little is known about the processes that underlie the acquisition and performance of skilled action. The present research will examine skill learning and performance on especially designed computer-controlled video tasks. In these tasks, expertise takes considerable time to develop and requires the precise coordination of many different actions. These skills are similar to the kinds of perception-action skills used in a wide variety of everyday contexts. The project will consist of three studies. The first study will examine some of the characteristics that define skill at different levels of expertise. In particular, it will assess whether differences between experts, intermediates, and novices reside primarily in the individual component skills required for a task or primarily in how the components are combined. The results from this study will permit the isolation of the features of skill that contribute most to high levels of expertise. The second study will examine the learning mechanisms involved in the acquisition of expertise. Complete novices will practice over eight sessions. A complete record of performance will be collected, as well as interview data of people's understanding of the task. These data will permit the documentation of the phases of learning subjects pass through in acquiring expertise and how different types of knowledge contribute to the learning process. The third study will explore the specific ways in which observing others' performances affects learning. It will examine how the effect of observing others depends on when the observation occurs and on the level of expertness of the observed performance. The findings will be important for understanding how learning processes utilize different types of information as well as for suggesting techniques for increasing the speed of learning. This research promises to provide important information on how people acquire complex skills and insights into designing optimal methods of instruction.
|
1 |