Structural, or categorical, relationships among task elements
within a knowledge set develop through task experience and are based on the similarities and/or differences of the features of those elements (Anderson 2000).
An alternative explanation for older adults performing at skill levels comparable to those of younger adults relates to cognitive integration of component task elements
. Theories of skill acquisition (Anderson, 1982, 1987) propose that skilled performance reflects a process of compilation, with repeated use of specific items of declarative knowledge resulting in proceduralization, such that access to this declarative information becomes automated (Schneider & Shiffrin, 1977).
One information chunk can apply to one or a coherent set of task elements
. To manage all task elements
in the scheduling task, the task should be regarded on a certain level of aggregation to conform to the limited capacity of short-term memory.
contribute to work accomplishment along the psychological dimension through structure and along the physical dimension through provision of tools.