1932

Abstract

Recent evidence indicates that intellectual and perceptual-motor skills are acquired in fundamentally similar ways. Transfer specificity, generativity, and the use of abstract rules and reflexlike productions are similar in the two skill domains; brain sites subserving thought processes and perceptual-motor processes are not as distinct as once thought; explicit and implicit knowledge characterize both kinds of skill; learning rates, training effects, and learning stages are remarkably similar for the two skill classes; and imagery, long thought to play a distinctive role in high-level thought, also plays a role in perceptual-motor learning and control. The conclusion that intellectual skills and perceptual-motor skills are psychologically more alike than different accords with the view that all knowledge is performatory.

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/content/journals/10.1146/annurev.psych.52.1.453
2001-02-01
2024-06-13
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/content/journals/10.1146/annurev.psych.52.1.453
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  • Article Type: Review Article
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