Automaticity is the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice. Examples of tasks carried out by 'muscle memory' often involve some degree of automaticity. Examples of automaticity are common activities such as walking, speaking, bicycle-riding, assembly-line work, and driving a car (the last of these sometimes being termed "highway hypnosis"). After an activity is sufficiently practiced, it is possible to focus the mind on other activities or thoughts while undertaking an automatized activity (for example, holding a conversation or planning a speech while driving a car). Characteristics John Bargh (1994), based on over a decade of research, suggested that four characteristics usually accompany automatic behavior: Awareness A person may be unaware of the mental process that is occurring. Intentionality A person may not intentionally initiate a mental process. Efficiency Automatic mental processes tend to have a low cognitive load, requiring relatively low mental resources. Controllability A person may not have the ability to stop or alter a process after initiation. Bargh states that these are simply common characteristics; not all are needed for a process to be considered automatic. For instance, stereotype activation has been described as an automatic process: it is unintentional and efficient, requiring little effort. However stereotype activation is accompanied by above chance awareness and if conflicting processing goals are available then it becomes controlled. Therefore, stereotype activation only satisfies two of Bargh's criteria, but is still considered to be an example of automatic processing. In reading LaBerge and Samuels (1974) helped explain how reading fluency develops. Automaticity refers to knowing how to perform some arbitrary task at a competent level without requiring conscious effort — i.e., it is a form of unconscious competence. Moreover, if the student is automatic or is "a skilled reader, multiple tasks are being performed at the same time, such as decoding the words, comprehending the information, relating the information to prior knowledge of the subject matter, making inferences, and evaluating the information's usefulness to a report he or she is writing" (Samuels). It is essential to understand automaticity and how it is achieved to better a student's performance. This is important for teachers because automaticity should be focused on in early years to ensure higher level reading skills in adolescence. Disruption Automaticity can be disrupted