Memory-Encoding Strategies and Concurrent-Task Practice: New Implications for Complex Skill Training

1987 ◽  
Vol 31 (6) ◽  
pp. 657-661
Author(s):  
Peter S. Winne
Keyword(s):  
Mental Arithmetic ◽  
Skill Training ◽  
Interactive Effects ◽  
Memory Encoding ◽  
Task Load ◽  
Complex Skill ◽  
Task Practice ◽  
Encoding Strategies ◽  
Multiple Task ◽  
Training Practice

This study investigates memory-encoding strategies in a multiple-task environment. Eighty subjects solved mental arithmetic and trigram items in a transfer of training study. During training, practice load and variety were manipulated between groups. During transfer, the subjects solved rehearsed and novel items under single-, dual- and triple-task loads. Both main and interactive effects for practice load and variety were found. Variety influenced solution times for new and rehearsed items and these effects were moderated by practice load within levels of task load. The results are discussed within the framework of memory-encoding strategies, as applied to the design of training in complex systems.

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

Estimation of Cognitive Distraction from Driver Gazing

2017 ◽  
Vol 9 (2) ◽  
pp. 50-60 ◽  
Author(s):  
Akira Yoshizama ◽  
Hiroyuki Nishiyama ◽  
Hirotoshi Iwasaki ◽  
Fumio Mizoguchi
Keyword(s):  
Qualitative Data ◽  
Mental Arithmetic ◽  
Support Vector ◽  
Simulation Environment ◽  
Time Intervals ◽  
Arithmetic Task ◽  
Task Load ◽  
Cognitive Distraction ◽  
Mental Arithmetic Task ◽  
Using Data

In their study, the authors sought to generate rules for cognitive distractions of car drivers using data from a driving simulation environment. They collected drivers' eye-movement and driving data from 18 research participants using a simulator. Each driver drove the same 15-minute course two times. The first drive was normal driving (no-load driving), and the second drive was driving with a mental arithmetic task (load driving), which the authors defined as cognitive-distraction driving. To generate rules of distraction driving using a machine-learning tool, they transformed the data at constant time intervals to generate qualitative data for learning. Finally, the authors generated rules using a Support Vector Machine (SVM).

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

Laparoscopic skills training – novel methods

2013 ◽  
Vol 154 (19) ◽  
pp. 745-751 ◽  
Author(s):  
György Fábry ◽  
Tamás Haidegger
Keyword(s):  
Skill Training ◽  
Skills Training ◽  
Subjective Assessment ◽  
Minimal Invasive ◽  
Average Completion Time ◽  
Task Load ◽  
Laparoscopic Skills Training ◽  
Human Cadavers ◽  
Nasa Task Load Index

Introduction: Simulation for skill training has a long history in surgery. Initially, surgeons practiced on animals or human cadavers, which is costly and raises ethical questions. Emerging hygienic requirements lead to the development of “artificial” phantoms, on which suturing, anastomoses and other elements of the procedure could be practiced on. Similarly, in minimal invasive surgery surgeons need extensive practice to learn the correct techniques, and to acquire sufficient skills. Laparoscopy requires specific training devices, ranging from animal models to virtual reality simulators. Aim: This work focused on physical simulators, development of affordable phantoms and adjoin tasks for a personal laparoscopic training box. Authors described five new tasks that were added to the classical curriculum. Methods: The tasks included leading the line, ligation, preparation-ligation, leading a string and camera handling. Data was were derived from a trial with 30 participants. They were categorized into 3 groups: laymen, general practitioner residents (non-surgeons) and surgery residents. Subjective assessment of the new tasks was performed using a 20-points questionnaire (NASA Task Load Index). Participants were asked about the usefulness, mental, physical, temporal demand, performance, effort and frustration. Accomplishment time was also recorded for each task (as well as the number or errors, where applicable). In addition, 10 consecutive task execution sessions were recorded, and in some cases, users’ performance was tracked over a follow-up period of several days. Results: Participants considered the tasks suitable and relevant for education, and also approved them for self-education purposes. The three groups showed statistically significant differences in performance, based on their average completion time. Conclusion: The follow-up studies showed continuous progress in the completion of individual tasks. Orv. Hetil., 2013, 154, 745–751.

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