Theories view childhood development as being either driven by structural maturation of the brain or being driven by skill-learning. It is hypothesized here that working memory (WM) development during childhood is partly driven by training effects in the environment, and that similar neural mechanisms underlie training-induced plasticity and childhood development. In particular, the functional c...

Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more ef...

Role theory suggests and empirical research has found that there is considerable variation in how broadly individuals define their jobs. We investigated the theoretically meaningful yet infrequently studied relationships between incumbent job autonomy, cognitive ability, job-related skill, role breadth, and job performance. Using multiple data sources and multiple measurement occasions in a fie...

Patients with schizophrenia perform poorly on cognitive skill learning tasks. This study is the first to investigate the neural basis of impairment in cognitive skill learning in first-degree adolescent relatives of patients with schizophrenia. We used functional magnetic resonance imaging to compare activation in 16 adolescent siblings of patients with childhood-onset schizophrenia (COS) and 4...

This paper presents an approach to student modelling in the context of a simulation-based ITS (Intelligent Tutoring System) for operational skill training, the ATEEG system [1]. The student model is composed of (a) task performance measures in context and (b) cognitive skill assessment methods, based on cognitive principles for operational skill training. The structure of this model is a bi-dim...

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Recent research on the role of practice variables during the acquisition of motor skills is reviewed. These practice variables include (a) the effects of a model's skill level during observation, (b) how augmented feedback is provided two a learner and (c) how practice conditions are arranged when learning multiple tasks. The results of research in these areas suggest that cognitive processes p...

Leadership scholars have called for additional research on leadership skill requirements and how those requirements vary by organizational level. In this study, leadership skill requirements are conceptualized as being layered (strata) and segmented (plex), and are thus described using a strataplex. Based on previous conceptualizations, this study proposes a model made up of four categories of ...