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The Learning Curve ...

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Systems & Conversation
Authority & learning
Bloom’s Taxonomy
Imitation
Learning & Teaching System
The Learning Curve
Learning how to Learn
Situational Learning
Resistance to Learning
Tacit knowledge

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The Learning Curve 

It is a cliché today to refer to a “steep learning curve” to indicate that something is difficult to learn. In practice, a curve of the amount learned against the number of trials (in experiments) or over time (in reality) is just the opposite: if something is difficult, the line rises slowly or shallowly. So the steep curve refers to the demands of the task rather than a description of the process.

As the figure of a fairly typical learning “curve” shows, it does not proceed smoothly: the plateau and troughs are normal features of the process.  

 

In the acquisition of skills, a major issue is the reliability of the performance. Any novice can get it right occasionally (beginner’s luck), but it is consistency which counts, and the progress of learning is often assessed on this basis. The following stages are an adaptation of Reynolds’ (1965) model. She also points out that learning skills is largely a matter of them “soaking in”, so that performance becomes less self-conscious as learning progresses, and that the transition from one phase to another is marked by a release of energy, in the form of the freedom to concentrate on other things. (The horizontal line represents a notional threshold of  “competence”)

 

She also suggests that the final phase (which I have referred to as “Second Nature”) is characterized by an ability to teach the skill. At earlier stages, the learner is not confident enough to analyze their own practice thoroughly enough to be able to teach it: there is a feeling of mystique and fragility —if I examine it too closely I might not be able to perform as well again.

There is an interesting distinction to be drawn between learning which follows this pattern, and that in which increasing sophistication and expertise is characterized by increasing reflection — in the one case the better you get the less you think about it (as in driving or typing), in the other the better you get the more you think about it (as in teaching, or perhaps selling). I suspect that it is not the skill itself which draws this distinction, but the degree of uncertainty in the immediate environment.

Linked to the Reynolds idea is the popular progression of competence model:
  • Unconscious incompetence
  • Conscious incompetence
  • Conscious competence
  • Unconscious competence

— which of course assumes that the last is the most desirable state.

See the linked argument about forms of practice

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No-one seem to know definitively where this comes from (see correspondence at http://www.learning-
org.com/98.10/
0076.html
 It has been claimed by NLP, but one correspondent reports using it in 1968, way before Neuro-Linguistic Programming was developed

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