Abstract
Double-coding refers to the simultaneous holding in declarative and procedural memory stores of information concerning the performance of a skill. Skill acquisition typically terminates in a stage of automatization during which declarative coding of “skill-relevant” information is lost or becomes irretrievable. It is argued that maintenance of both declarative and procedural knowledge relevant to skills and their performance permits unique metacognitive capabilities. It is argued further that these metacognitive capabilities are basic to constructive generation and utilization of such “skill-relevant” knowledge. Speculation is entertained concerning instructional means of helping learners to maintain double-coding of “skill-relevant” information, thus maximizing the constructive, metacognitive capabilities presumed to issue from such double-coding.
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Martin, J. Double-coding: a key to knowledge utilization and generation in the instruction and learning of skills. Instr Sci 16, 47–58 (1987). https://doi.org/10.1007/BF00120005
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DOI: https://doi.org/10.1007/BF00120005