In the associative stage, the learners become more familiar with the process and can perform the tasks without talking to themselves. The autonomous stage involves learners gradually improving the skill. Anderson refers to the transition between the associative and autonomous stages using words such as tuning, generalization, discrimination and strengthening. It is worth comparing this analysis of procedural learning with that of Farnham-Diggory in Cognitive Processes in Education . ACT works best for simple procedural skills.
Declarative knowledge is assumed to be easy to obtain, and skill acquisition difficult to acquire.
The theory also assumes that production rules can only be learned by employing declarative knowledge in the context of a problem solving activity. Production rules cannot be learned by simply being told. Rather they are skills that are only acquired by doing. Thus, it is critical to set up contexts in which these skills can be displayed, monitored, and appropriate feedback given to shape their acquisition.