Situational awareness ability and cognitive skills training in a complex real-world task

Ergonomics ◽  
2007 ◽  
Vol 50 (7) ◽  
pp. 1064-1091 ◽  
Author(s):  
K. S. O'Brien ◽  
D. O'Hare
Keyword(s):  
Real World ◽  
Cognitive Skills ◽  
Situational Awareness ◽  
Skills Training

Virtual reality interventions to improve cognitive functioning in adults with major psychiatric disorders: A narrative systematic review (Preprint)

2021 ◽  
Author(s):  
Donna Monbourquette ◽  
Sadiq Vali ◽  
Sara Harvey ◽  
Kawkab Mahmud ◽  
Miguel Jose ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Virtual Reality ◽  
Psychiatric Disorders ◽  
Real World ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Skills Training ◽  
Cognitive Outcomes ◽  
Remediation Strategies

BACKGROUND Cognitive dysfunction is an impairing and difficult to treat feature of psychiatric illnesses. Virtual Reality (VR) has shown promise in improving cognition in neurologic disorders, but its role in improving cognitive outcomes in adults with major psychiatric disorders is unclear. OBJECTIVE To conduct a review of the efficacy and usability of VR interventions to improve cognitive functioning in psychiatric disorders. METHODS Following PRISMA guidelines, a systematic review of controlled and uncontrolled English-language studies that assessed changes in cognition following an immersive or non-immersive VR intervention, in adults with a mood, psychotic, anxiety, or substance use disorder was conducted. Studies were searched on MEDLINE, EMBASE, PsychINFO, and Web of Science until May 2021. RESULTS Thirteen studies were included [primary psychotic disorder (n=10), substance use disorder (n=2) and major depressive disorder (n=1)]. Intervention strategies included cognitive remediation (i.e. repeated practice of targeted skills, n=2), social cognitive/skills training (n=5), real world simulations (n=3) and vocational training (n=3). VR social cognitive/skills training resulted in improvements in social cognition, while the other remediation strategies resulted in generalized improvements across multiple cognitive domains. Both immersive and non-immersive VR appeared to be effective. In studies with an active control group (n=5), VR treatment resulted in equivalent or greater cognitive improvements versus therapist led training. Changes in real-world functioning were inconsistently reported. CONCLUSIONS Preliminary evidence suggests VR interventions can improve cognitive outcomes in psychiatric disorders; however, significant variability in study design and outcome measures, small sample sizes and a focus on primary psychotic disorders limit the literature. More rigorous assessment of long-term cognitive and functional outcomes, and the comparative utility of immersive versus non-immersive modalities and different remediation strategies, is required.

Old Dogs, New Tricks: Training the Perceptual Skills of Senior Tennis Players

2007 ◽  
Vol 29 (4) ◽  
pp. 479-497 ◽  
Author(s):  
Ryan J. Caserta ◽  
Jessica Young ◽  
Christopher M. Janelle
Keyword(s):  
Older Adults ◽  
Decision Making ◽  
Physical Training ◽  
Cognitive Skills ◽  
Situational Awareness ◽  
Skills Training ◽  
Future Research ◽  
Tennis Players ◽  
Perceptual Skills ◽  
Training Technique

The purpose of the study was to determine whether multidimensional perceptual-cognitive skills training, including situational awareness, anticipation, and decision making, improves on-court performance in older adults when compared with a physical training program, including stroke and footwork development. Senior tennis players (N = 27) were randomly assigned to one of three groups: perceptual-cognitive skills training, technique-footwork training, or no training. Results indicated that participants receiving perceptual-cognitive skills training had significantly faster response speeds, higher percentage of accurate responses, and higher percentage of performance decision making in posttest match situations. Findings provide clear evidence that perceptual-cognitive skills can be trained in aged individuals. Implications and suggestions for future research are offered.

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Jennifer L Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

scholarly journals Assessment of Undergraduates’ Real-World Outcomes of Critical Thinking in Everyday Situations

2017 ◽  
Vol 120 (4) ◽  
pp. 707-720 ◽  
Author(s):  
Amanda R. Franco ◽  
Patrício S. Costa ◽  
Heather A. Butler ◽  
Leandro S. Almeida
Keyword(s):  
Critical Thinking ◽  
Life Events ◽  
Real World ◽  
Cognitive Skills ◽  
Negative Life Events ◽  
Self Report ◽  
First Year Students ◽  
Portuguese Version ◽  
Original Proposal ◽  
The Impact

Critical thinking is a kind of “good” thinking that integrates a set of cognitive skills and dispositions to use those skills with knowledge to increase the chances of success in academic settings, job market, and daily life. The impact of critical thinking on life events, in face of everyday decisions and challenges, is still unclear, and further research is needed. In this exploratory study, a sample of 230 first-year students of a Bachelor’s Degree or a Master’s Degree in Portugal completed an experimental Portuguese version of the Real-World Outcomes, a self-report inventory measuring everyday negative life events that are mediated by a lack of critical thinking. Based on exploratory factor analysis results and theoretical premises, changes were made to the Portuguese version of the inventory that was administered, and items were aggregated into six dimensions, creating a new version that is more familiar to Portuguese young adults in college. This original proposal of the inventory presents six types of negative life events resulting from a lack of critical thinking: health neglect, mismanagement, slackness, poor impulse control, academic negligence, and rashness. Both limitations and future potentialities of this version are presented.

Development of Online Distributed Training

2010 ◽  
pp. 490-501
Author(s):  
Eileen B. Entin ◽  
Jason Sidman ◽  
Lisa Neal
Keyword(s):  
Training Program ◽  
Social Presence ◽  
Real World ◽  
Skills Training ◽  
Active Engagement ◽  
Distributed Training ◽  
Key Concepts ◽  
Geographically Distributed ◽  
The Subject ◽  
Training Modules

This chapter discusses considerations and tradeoffs in designing and developing an online teamwork skills training program for geographically distributed instructors andstudents. The training program is grounded in principles of scenario-based learning, in which operationally realistic scenarios are used to engage students in actively forming links between classroom and real-world applications of key concepts. The chapter focuses on supporting active engagement of learners, and meaningful and thoughtful learner-learner interactions appropriate to the subject matter (Neal & Miller, 2006). We describe lessons learnedin the development of a distributed training program that interleaves asynchronous and synchronous training modules (Neal & Miller, 2005) to leverage the advantages of both self-paced and group learning, provide opportunities to practice the teamwork concepts being trained, create social presence, and promote interactionand reflection among the course members.

Assessing the Non-Cognitive Domains

2020 ◽  
pp. 1021-1046
Author(s):  
James G. M. Crossley
Keyword(s):  
Learning Outcomes ◽  
Outcome Measures ◽  
Cognitive Skills ◽  
Situational Awareness ◽  
Poor Performance ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Good Assessment

Good assessment assures attainment and drives learning. In vocational and practical programmes, the important learning outcomes are non-cognitive skills and attitudes - for example, dexterity, situational awareness, professionalism, compassion, or resilience. Unfortunately, these domains are much more difficult to assess. There are three main reasons. First, the constructs themselves are tacit - making them difficult to define. Second, performance is highly variable and situation-specific. Third, significant assessor judgement is required to differentiate between good and poor performance, and this brings subjectivity. The chapter reviews seven existing strategies for addressing these problems: delineating the constructs, using cognitive assessments as a proxy, making the subjective objective, sampling across performances and opinions, using outcome measures as a proxy, using meta-cognition as a proxy, and abandoning the existing measurement paradigm. Given the limitations of these strategies, the author finishes by offering three promising ways forward.

scholarly journals Improving Expertise in Local Law Enforcement: Utilizing Virtual Environments to Assess Officer Performance and Standardize Training Procedures

2019 ◽  
Vol 63 (1) ◽  
pp. 2144-2148
Author(s):  
Monica Connelly ◽  
Joel Suss ◽  
Lia DiBello
Keyword(s):  
Law Enforcement ◽  
Virtual Environments ◽  
Cognitive Skills ◽  
Skills Training ◽  
Management Decision ◽  
Federal Law ◽  
Law Enforcement Agencies ◽  
Local Law Enforcement ◽  
Force Scenario ◽  
Management Decision Making

Training for non-federal law enforcement agencies is subject to little regulation—training academies and education requirements often vary between departments—resulting in new officers with varying abilities and on-job proficiencies. The role of expertise can be evaluated in law enforcement and assessed to determine best practices for ideal on-job performance, especially in incidents requiring officers to make potentially lethal, rapid critical decisions (e.g., a use-of-force scenario). Training in a virtual environment has successfully been utilized to maximize management decision-making performance and accelerate the training process. A supplementation of cognitive skills training to existing law enforcement training procedures is proposed along with a recommendation on utilizing virtual environments to enhance expert training and develop a safer community environment.

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