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skill learning, the learner has to understand Activity 5.3 and memorise the instructions, and also Take the following words and write them on understand how the task has to be performed. separate cards, and ask the participants to readthis phase, every outside cue, instructional them aloud one by one. After completion of twoemand, and one’s response outcome have to readings, ask them to write down the words inbe kept alive in consciousness. any order : book, law, bread, shirt, coat, paperThe second phase is associative. In this pencil, biscuit, pen, life, history, rice, cuphase, different sensory inputs or stimuli are sociology, sweet, pond, potato, ice-cream, mulinked with appropriate responses. As the and prose. After the presentation, ask them tpractice increases, errors decrease, write down the words they read, without botheperformance improves and time taken is also about the order of presentation. Analyse your data to see whether recalled reduced. With continued practice, errorless words show any organisation. performance begins, though, the learner has to be attentive to all the sensory inputs and maintain concentration on the task. Then the S KILL LEARNING third phase, i.e. autonomous phase, begins. In this phase, two important changes take place in performance: the attentional Nature of Skills demands of the associative phase decrease, and interference created by external factors A skill is defined as the ability to perform some complex task smoothly and efficiently. Car reduces. Finally, skilled performance attains driving, airplane piloting, ship navigating, automaticity with minimal demands on shorthand writing, and writing and reading are conscious effort. Transitions from one phase to the other examples of skills. Such skills are learned by practice and exercise. A skill consists of a clearly show that practice is the only means of chain of perceptual motor responses or as a skill learning. One has to keep on exercising sequence of S-R associations. and practicing. As the practice increases, improvement rate gradually increases; and automaticity of errorless performance becomes Phases of Skill Acquisition Skill learning passes through several the hallmark of skill. That is why it is said that qualitatively different phases. With each ‘practice makes a man perfect’. successive attempt at learning a skill, one’s performance becomes smoother and less effort F ACTORS FACILITATING LEARNING demanding. In other words, it becomes more spontaneous or automatic. It has also been In the preceding section we examined the specific determinants of learning, such as shown that in each phase the performance improves. In transition from one phase to the contiguous presentation of CS and US in next, when the level of performance stands classical conditioning; number, amount, and still, it is called performance plateau. Once delay of reinforcement in operant conditioning; the next phase begins, performance starts status and attractiveness of models in observational learning; procedure in verbal improving and its level starts going up. One of the most influential accounts of the learning; and the nature of rules and phases of skill acquisition is presented by perceptual features of objects and events in Fitts. According to him, skill learning passes concept learning. Now, we shall discuss some general determinants of learning. This through three phases, viz. cognitive, associative and autonomous. Each phase or discussion is not exhaustive. Rather it deals stage of skill learning involves different types with some salient factors only which are found of mental processes. In the cognitive phase of very important. 90 Psychology Reprint 2026-27