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

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.

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.

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.

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