A dual-phase model for the individual learning process in industrial tasks

Abstract

A new dual-phase model for learning industrial tasks is presented, based on the combined effects of cognitive and motor processes. The model proposes that cognitive elements dominate learning during the early cycles, whereas motor elements dominate the learning process as the number of repetitions becomes large. The implication is that the observed learning slope is a variable whose value gradually increases as experience is gained. Experimental studies are described whose results support the behavior of the dual-phase learning model.