The present research attempts to identify factors which account for cognitive skill acquisition at the higher end of the cognitive performance curve and understand differences between expert and super-expert skill levels on a cognitive oriented task of computer program modification. Subjects completed two computer program modifications and a battery of five cognitive ability tests. Results indicate that super-experts used a global search strategy to obtain abstract information while experts utilized a minimal “directed” search to obtain task specific information. Results are discussed in relation to knowledge representation and current taxonomies of skill acquisition.
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