Need for cognition and complex skill training: An attribute-treatment interaction

2009 ◽  
Author(s):  
Lauren E. McEntire ◽  
Xiaoqian Wang ◽  
Eric A. Day ◽  
Vanessa K. Kowollik ◽  
Paul R. Boatman ◽  
...  
Keyword(s):  
Skill Training ◽  
Need For Cognition ◽  
Complex Skill ◽  
Treatment Interaction

scholarly journals Complex Skill Training Transfers to Improved Performance and Control of Simpler Tasks After Stroke

2017 ◽  
Vol 97 (7) ◽  
pp. 718-728 ◽  
Author(s):  
Shailesh S. Kantak ◽  
Nazaneen Zahedi ◽  
Robert McGrath
Keyword(s):  
Skill Training ◽  
Complex Skill ◽  
Improved Performance ◽  
And Control

Simulation and Analysis of Perceptual-Motor Skill Training

1992 ◽  
Vol 36 (17) ◽  
pp. 1264-1268
Author(s):  
Donald L. Fisher ◽  
Robert A. Wisher ◽  
James T. Townsend ◽  
Mark A. Sabol
Keyword(s):  
Motor Skill ◽  
High Speed ◽  
Skill Training ◽  
Performance Data ◽  
Morse Code ◽  
Concurrent Processing ◽  
Complex Skill ◽  
Potential Benefits ◽  
Early Performance ◽  
Best Fit

This paper examines the application of order-or-processing networks to the simulation of performance of a complex skill, the copying of high-speed Morse code. A sequence of processing stages and memory buffers is described that is presumed, on the basis of earlier work, to represent the task. Two models of this sequence, distinguished by their assumptions regarding concurrent processing of characters, are also presented. Simulations were run on these models to find the parameters that yielded the best fit to performance data from 19 students undergoing the early stages of military Morse code training. The implications of the results to an analysis of early performance and the potential benefits of applying the same technique to data obtained from students late in training are discussed.

scholarly journals Empirical Research of Oral English Teaching in Primary School Based on 4C/ID Model

2020 ◽  
Vol 1 (4) ◽  
Author(s):  
Siqi Zhou ◽  
Yangli Zhang ◽  
Xiao Liu ◽  
Yunhuan Wang ◽  
Xiaoqin Shen
Keyword(s):  
Elementary Education ◽  
Primary School ◽  
Skill Training ◽  
Learning Ability ◽  
Self Directed Learning ◽  
English Teaching ◽  
School Based ◽  
Complex Skill ◽  
Directed Learning ◽  
Knowledge Memory

4C/ID model is a typical model that it develops students' complex ability. The effectiveness of 4C/ID model is approved by many scholars of vocational education and higher education fields. This research takes interactive self-introduce skill training of primary school English as an example, and relevant experiments were carried out based on the instructional design of 4C/ID model for the need of developing complex skill in elementary education. Research shows that 4C/ID model can be applied to develop primary English complex skills. Compared to other traditional English teaching model, 4C/ID model is beneficial to improve pupils' oral English ability, improve self-directed learning ability and close the achievement gap of students and so on. However, the deficiency of 4C/ID model is that it cannot improve students’ learning goal skill and it cannot strengthen students’ knowledge memory and so on.

Adaptive Remediation in Complex Skill Training

1999 ◽  
Vol 43 (21) ◽  
pp. 1146-1150
Author(s):  
Michael K. Anthony ◽  
Katarina Derek ◽  
Barry P. Goettl ◽  
Kellie G. Ramirez
Keyword(s):  
Skill Training ◽  
Complex Skill

Declarative and Procedural Knowledge in Skill Acquisition: An Aptitude — Treatment Interaction Framework for Training

1988 ◽  
Vol 32 (18) ◽  
pp. 1241-1245
Author(s):  
Phillip L. Ackerman ◽  
Ruth Kanfer
Keyword(s):  
Skill Acquisition ◽  
Procedural Knowledge ◽  
Empirical Studies ◽  
Attentional Focus ◽  
Knowledge Compilation ◽  
Attentional Model ◽  
Complex Skill ◽  
Intellectual Abilities ◽  
Treatment Interaction ◽  
Empirical Demonstration

This paper focuses on the interactions among four constructs during skill acquisition: (1) the dynamic changes in attentional demands of the task to be acquired, (2) individual differences in cognitive and intellectual abilities, (3) conative (motivational), metacognitive processes involved in changes of attentional focus, and (4) knowledge structures acquired through part-task training. An attentional model is reviewed that describes how these variables interact during three phases of skill acquisition (i.e., during declarative knowledge, knowledge compilation, and at the level of proceduralized knowledge). Empirical demonstration of the framework is provided in the context of complex skill acquisition. Supportive results from a series of empirical studies are reviewed.

Modeling the links between need for cognition and the acquisition of a complex skill

2007 ◽  
Vol 42 (2) ◽  
pp. 201-212 ◽  
Author(s):  
Eric Anthony Day ◽  
Jazmine Espejo ◽  
Vanessa Kowollik ◽  
Paul R. Boatman ◽  
Lauren E. McEntire
Keyword(s):  
Need For Cognition ◽  
Complex Skill

scholarly journals Immersive Virtual Reality and Complex Skill Learning: Transfer Effects After Training in Younger and Older Adults

2021 ◽  
Vol 1 ◽  
Author(s):  
Paweł Dobrowolski ◽  
Maciek Skorko ◽  
Grzegorz Pochwatko ◽  
Monika Myśliwiec ◽  
Andrzej Grabowski
Keyword(s):  
Older Adults ◽  
Virtual Reality ◽  
Skill Training ◽  
Age Groups ◽  
Skill Learning ◽  
Interactive Methods ◽  
Performance Tasks ◽  
Complex Skill ◽  
Wide Range ◽  
Continuous Performance Tasks

This study investigated the efficacy of training a complex skill within an immersive virtual environment. We constructed a sensorimotor workstation task and trained participants to operate it with either a non-interactive (text, video) method or with a virtual equivalent of the workstation. Our results indicate that virtual reality trained participants had significantly higher accuracy and produced fewer timeouts in the workstation task than those trained using non-interactive methods, demonstrating a successful transfer of skills between virtual reality and the real world. Further, comparing younger and older adults in their performance, we found that older adults did not differ in their ability to benefit from virtual reality training, and that the extent of this benefit was not significantly affected by existing cognitive deficits (as measured using the Operation Span and AX-Continuous Performance tasks). These findings suggest that virtual reality technologies can find application in a wide range of skill training contexts and across diverse age groups.

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