Skill learning as a concept in life-span developmental psychology: An action theoretic analysis
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In: Human Development, Vol. 27, No. 3-4, 01.01.1984, p. 145-162.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Skill learning as a concept in life-span developmental psychology
T2 - An action theoretic analysis
AU - Frese, Michael
AU - Stewart, Judith
PY - 1984/1/1
Y1 - 1984/1/1
N2 - An action theoretic account of skill learning and skill use is offered as a useful heuristic for life-span developmental psychology. It is suggested that analyses of the tasks confronting an individual and of the structure of action, as well as of the interplay of these two, have implications for the understanding of development across the life span. In particular, these analyses have implications for the disuse hypothesis, the issue of stability and cross-situalional consistency of behavioral dispositions, the issue of the degree of awareness of action strategies, and the understanding of so-called skill traps. Furthermore, the concept of stage can be conceptualized differently within this framework. Finally, action theory, with its emphasis on the task structure, is able to circumvent the subjectivistic concepts which plague analyses of behavior, without giving up the principle that individuals actively structure their cognitions and their environments. © 1984 S. Karger AG, Basel.
AB - An action theoretic account of skill learning and skill use is offered as a useful heuristic for life-span developmental psychology. It is suggested that analyses of the tasks confronting an individual and of the structure of action, as well as of the interplay of these two, have implications for the understanding of development across the life span. In particular, these analyses have implications for the disuse hypothesis, the issue of stability and cross-situalional consistency of behavioral dispositions, the issue of the degree of awareness of action strategies, and the understanding of so-called skill traps. Furthermore, the concept of stage can be conceptualized differently within this framework. Finally, action theory, with its emphasis on the task structure, is able to circumvent the subjectivistic concepts which plague analyses of behavior, without giving up the principle that individuals actively structure their cognitions and their environments. © 1984 S. Karger AG, Basel.
KW - Action
KW - Action theory
KW - Feedback
KW - Hierarchy
KW - Plan
KW - Regulation skill
KW - Task
KW - Business psychology
UR - http://www.scopus.com/inward/record.url?scp=0021118917&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/a981d4a1-b45d-3b5b-af3e-3b2d2e0992ee/
U2 - 10.1159/000272909
DO - 10.1159/000272909
M3 - Journal articles
C2 - 6479958
AN - SCOPUS:0021118917
VL - 27
SP - 145
EP - 162
JO - Human Development
JF - Human Development
SN - 0018-716X
IS - 3-4
ER -