Amb motiu del tancament d'estiu, la validació de documents es reprendrà a partir del 28 d'agost de 2026. Disculpeu les molèsties.
Con motivo del cierre de verano, la validación de documentos se reanudará a partir del 28 de agosto de 2026. Disculpad las molestias
Due to the summer closure, document validation will resume starting August 28, 2026. We apologize for any inconvenience.

Files

870013.pdf (960.76 KB)

Document type

Article

Version

Published version

Publication date

2022-12-01

Publication license

cc by (c) Christensen, Wayne et al., 2022
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/216602

Cognitive control, intentions, and problem solving in skill learning

Journal Title

Authors

Director/Tutor

Journal ISSN

Volume Title

Related resource

https://doi.org/10.1007/s11229-022-03920-7

Abstract

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex ’on-the-fly’ problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman’s model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills.

Subject

Competències transversals, Resolució de problemes, Cognició, Intencionalitat (Filosofia), Acte (Filosofia)

Subject (English)

Generic competences, Problem solving, Cognition, Intentionality (Philosophy), Act (Philosophy)

Citation

Collections

Articles publicats en revistes (Filosofia)

Citation

CHRISTENSEN, Wayne and BICKNELL, Kath. Cognitive control, intentions, and problem solving in skill learning. Synthese. 2022. Vol. 200, num. 6. ISSN 0039-7857. [consulted: 16 of August of 2026]. Available at: https://hdl.handle.net/2445/216602

Export metadata

JSON - METS

Share record