Why aggregated learning follows the power law of practice when individual learning does not: comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999).

@article{Haider2002WhyAL,
  title={Why aggregated learning follows the power law of practice when individual learning does not: comment on Rickard (1997, 1999), Delaney et al. (1998), and Palmeri (1999).},
  author={Hilde Haider and P. A. Frensch},
  journal={Journal of experimental psychology. Learning, memory, and cognition},
  year={2002},
  volume={28 2},
  pages={392-406}
}
The power law of practice is often considered a benchmark test for theories of cognitive skill acquisition. Recently, P. F. Delaney, L. M. Reder, J. J. Staszewski, and F. E. Ritter (1998), T. J. Palmeri (1999), and T. C. Rickard (1997, 1999) have challenged its validity by showing that empirical data can systematically deviate from power-function fits. The main purpose of the present article is to extend their explanations in two ways. First, the authors empirically show that abrupt changes in… CONTINUE READING
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