Normally, the instruction process begins by decomposing the task environment into context-free features which the beginner can recognize without benefit of experience. We will call such features, which can be recognized without experience of particular situations in the instructional domain, nonsituational. The beginner is then given rules for determining an action on the basis of these features. To improve, the novice needs monitoring, either by self-observation or instructional feedback, so as to bring his behavior more and more completely into conformity with the rule.
Stuart E. Dreyfus, Hubert L. Dreyfus. A five-stage model of the mental activities involved in directed skill aquisition. 1980
