Associative Stage of Learning
Overview
The Associative Stage of Learning is the second stage in the three-stage model of skill acquisition proposed by psychologist Fitts and Posner. This stage is characterized by the learner beginning to understand the underlying tasks required to perform a skill and starting to refine their performance. The learner's cognitive load decreases as they become more familiar with the task, allowing for more efficient performance.
The Three-Stage Model of Skill Acquisition
The Associative Stage of Learning is part of the Three-Stage Model of Skill Acquisition, which also includes the Cognitive Stage and the Autonomous Stage. This model was proposed by Fitts and Posner in 1967 as a way to describe how individuals learn and refine new skills.
Cognitive Stage
The Cognitive Stage is the first stage of the model. During this stage, the learner is trying to understand the task and its requirements. They are mentally figuring out what needs to be done and how to do it. This stage is characterized by a high cognitive load and frequent errors.
Associative Stage
The Associative Stage is the second stage of the model. In this stage, the learner has understood the basic requirements of the task and is now working on refining their performance. The cognitive load decreases as the learner becomes more familiar with the task. The learner's performance becomes more consistent and errors are less frequent.
Autonomous Stage
The Autonomous Stage is the third and final stage of the model. In this stage, the learner has become so familiar with the task that they can perform it without conscious thought. The cognitive load is minimal and the learner's performance is highly consistent and efficient.
Characteristics of the Associative Stage
During the Associative Stage of Learning, the learner's performance becomes more consistent and efficient. They are able to perform the task with less conscious thought, allowing them to focus on refining their performance.
Decreased Cognitive Load
One of the main characteristics of the Associative Stage is a decrease in cognitive load. As the learner becomes more familiar with the task, they no longer need to consciously think about each step. This frees up cognitive resources, allowing the learner to focus on improving their performance.
Increased Consistency
Another characteristic of the Associative Stage is increased consistency in performance. As the learner becomes more familiar with the task, their performance becomes more consistent. They are able to perform the task in a similar way each time, leading to more predictable results.
Reduced Errors
During the Associative Stage, the number of errors made by the learner decreases. As they become more familiar with the task, they are less likely to make mistakes. This leads to more efficient performance.
Transition to the Autonomous Stage
The transition from the Associative Stage to the Autonomous Stage is marked by the learner's ability to perform the task without conscious thought. The learner's performance becomes highly consistent and efficient, and they are able to perform the task with minimal cognitive load.
Implications for Teaching and Learning
Understanding the Associative Stage of Learning has important implications for teaching and learning. Teachers and trainers can use this understanding to design effective learning experiences and provide appropriate feedback.
Designing Learning Experiences
When designing learning experiences, it's important to consider the learner's stage of skill acquisition. During the Associative Stage, learners need opportunities to practice the task and receive feedback on their performance. This helps them refine their skills and transition to the Autonomous Stage.
Providing Feedback
During the Associative Stage, feedback should focus on helping the learner refine their performance. This can include feedback on specific aspects of the task, as well as more general feedback on the learner's overall performance.