The Influence of Feedback Types on the Use of Automation During Learning

2021 ◽  
Vol 65 (1) ◽  
pp. 143-147
Author(s):  
Emily Brunsen ◽  
Imani Murph ◽  
Anne C. McLaughlin ◽  
Richard B. Wagner
Keyword(s):  
Problem Solving ◽  
Education And Training ◽  
Declarative Knowledge ◽  
Rule Based ◽  
Feedback Type ◽  
And Training ◽  
Problem Solving Task

This study investigated two feedback types to see if there was a relationship between level of elaborative feedback and participant’s ability to learn a task while also looking at their use of automation. The task was a rule-based problem solving task where participants needed to learn the rules of selecting one pair (Ranger and Hiker) on a gridded map. Ten trials were randomly presented to participants who were asked to make pair selections based on rules (two stated and one unknown to the participant when starting) of correct matches. Results indicated that feedback type significantly influenced accuracy, while trial difficulty influenced use of automation. Results from this study can be applied in education and training of declarative knowledge tasks when rules must be inferred.

scholarly journals Human Demonstration Does not Facilitate the Performance of Horses (Equus caballus) in a Spatial Problem-Solving Task

2018 ◽  
Author(s):  
Joan-Bryce Burla ◽  
Janina Siegwart ◽  
Christian Nawroth
Keyword(s):  
Problem Solving ◽  
Social Learning ◽  
Management Practices ◽  
Spatial Problem ◽  
New Information ◽  
The Impact ◽  
And Training ◽  
Problem Solving Task ◽  
Human Demonstration ◽  
Spatial Problem Solving

Horses’ ability to adapt to new environments and to acquire new information plays an important role in handling and training. Social learning in particular would be very adaptive for horses as it enables them to flexibly adapt to new environments. In the context of horse handling, social learning from humans has been rarely investigated but could help to facilitate management practices. We assessed the impact of human demonstration on spatial problem-solving abilities in horses using a detour task. In this task, a bucket with a food reward was placed behind a double-detour barrier and horses (n = 16) received a human demonstration or no demonstration. Horses were allocated to two test groups of 8 horses each, which experienced the two treatments in a counterbalanced order. We found that horses did not solve the detour task faster with human demonstration. However, both test groups improved rapidly over trials. Our results suggest that horses prefer to use individual rather than social information when being confronted with a spatial problem-solving task.

Exploring Process-Oriented Translation Competence Assessment

2019 ◽  
pp. 199-225
Author(s):  
Si Cheng
Keyword(s):  
Longitudinal Study ◽  
Problem Solving ◽  
Essential Role ◽  
Education And Training ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Supporting Evidence ◽  
Translation Process ◽  
Process Oriented ◽  
And Training

In translation education and training, competence assessment plays an essential role in fostering students' competence development. This chapter promotes process-oriented assessment from a translation problem-solving perspective, with supporting evidence from a longitudinal study. Although process-oriented competence assessment is increasingly becoming more important in translation education and training, the relation between the development of translation competence and the translation process remains underexplored. This chapter provides a translation problem-solving perspective to understand the rationale for and the necessity of process-oriented competence assessment and suggests practical and feasible process-oriented assessment tools in the translation classroom.

High Performance Cognitive Skill Acquisition: Perceptual/Rule Learning

1987 ◽  
Vol 31 (6) ◽  
pp. 652-656 ◽  
Author(s):  
Arthur D. Fisk
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
High Performance ◽  
Rule Learning ◽  
Cognitive Skill ◽  
Rule Based ◽  
Real World Problem ◽  
Memory Overload ◽  
And Training

Two experiments examined the effects of inter-component consistency on skill acquisition in a class of cognitive demanding tasks requiring rapid integration of information as well as rapid application of rules. The role of consistency of external stimulus-to-rule linkage in facilitating the learning and performing of a rule-based classification task was examined. The present data have implications for the understanding and training of skilled problem solving tasks. When training allows the development of automatization of subcomponents of the problem solving activity, the chance of memory overload is reduced. The present data point to one such trainable subcomponent clearly present in most real-world problem solving situations - the perceptual and rule-based components.

Advancing the Science of Collaborative Problem Solving

2018 ◽  
Vol 19 (2) ◽  
pp. 59-92 ◽  
Author(s):  
Arthur C. Graesser ◽  
Stephen M. Fiore ◽  
Samuel Greiff ◽  
Jessica Andrews-Todd ◽  
Peter W. Foltz ◽  
...  
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Education And Training ◽  
Collaborative Problem Solving ◽  
Data Sets ◽  
Theoretical Frameworks ◽  
Global Test ◽  
Collaborative Problem ◽  
Psychological Science ◽  
And Training

Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA), a global test of educational progress, documented the low levels of proficiency in CPS. This result not only underscores a significant societal need but also presents an important opportunity for psychological scientists to develop, adopt, and implement theory and empirical research on CPS and to work with educators and policy experts to improve training in CPS. This article offers some directions for psychological science to participate in the growing attention to CPS throughout the world. First, it identifies the existing theoretical frameworks and empirical research that focus on CPS. Second, it provides examples of how recent technologies can automate analyses of CPS processes and assessments so that substantially larger data sets can be analyzed and so students can receive immediate feedback on their CPS performance. Third, it identifies some challenges, debates, and uncertainties in creating an infrastructure for research, education, and training in CPS. CPS education and assessment are expected to improve when supported by larger data sets and theoretical frameworks that are informed by psychological science. This will require interdisciplinary efforts that include expertise in psychological science, education, assessment, intelligent digital technologies, and policy.

Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

2008 ◽  
Vol 67 (2) ◽  
pp. 71-83 ◽  
Author(s):  
Yolanda A. Métrailler ◽  
Ester Reijnen ◽  
Cornelia Kneser ◽  
Klaus Opwis
Keyword(s):  
Visual Search ◽  
Problem Solving ◽  
Process Data ◽  
Scientific Problem ◽  
Domain Specific ◽  
Scientific Problem Solving ◽  
Before And After ◽  
Verbal Data ◽  
Psychological Knowledge ◽  
Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

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