Which stage of skill acquisition is characterized by learners able to assess personal progress and adjust performance accordingly?

The associative stage of skill acquisition is marked by a transition from the initial cognitive understanding of the skill to a more refined execution of that skill. During this phase, learners begin to recognize their strengths and weaknesses in the performance of the skill. They are capable of self-assessment, which allows them to evaluate their progress more critically. This ability to assess personal progress enables learners to make adjustments in their performance, leading to improved skill execution.

At this stage, individuals also engage in practice that emphasizes consistency and error correction. The learners refine their techniques and start to connect the various elements of the skill, leading to smoother performance. The focus on adjusting performance based on self-assessment is what distinguishes the associative stage from the cognitive stage, where learners primarily focus on understanding the basic elements of a skill without much regard for personal evaluation or adjustment.

The automatic response stage, while advanced in skill application, is characterized more by proficiency and fluidity in execution rather than the assessment and adjustment of personal performance. Therefore, the ability to assess personal progress and make necessary adjustments is a defining feature of the associative stage.