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The impact of cognitive task analysi...

Lee, Robin Louise.

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The impact of cognitive task analysis on performance: A meta-analysis of comparative studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of cognitive task analysis on performance: A meta-analysis of comparative studies./
Author:	Lee, Robin Louise.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2490.
Contained By:	Dissertation Abstracts International65-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3140506
ISBN:	0496876478

The impact of cognitive task analysis on performance: A meta-analysis of comparative studies.
Lee, Robin Louise.

The impact of cognitive task analysis on performance: A meta-analysis of comparative studies. - 109 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2490.

Thesis (Ed.D.)--University of Southern California, 2004.

A meta-analysis of empirical studies was performed to determine whether cognitive task analysis (CTA) methods are effective and efficient in eliciting expertise to be included in workplace training. A search of several databases and literature sources revealed 318 studies to be considered for inclusion in the meta-analysis. Criteria for studies selected for analysis included a requirement of pre- and post-tests of knowledge and skills and using CTA to develop training or performance interventions.

ISBN: 0496876478Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The impact of cognitive task analysis on performance: A meta-analysis of comparative studies.
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035 $a (UnM)AAI3140506
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040 $a UnM $c UnM
100 1 $a Lee, Robin Louise. $3 1928281
245 1 4 $a The impact of cognitive task analysis on performance: A meta-analysis of comparative studies.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2490.
500 $a Adviser: Richard E. Clark.
502 $a Thesis (Ed.D.)--University of Southern California, 2004.
520 $a A meta-analysis of empirical studies was performed to determine whether cognitive task analysis (CTA) methods are effective and efficient in eliciting expertise to be included in workplace training. A search of several databases and literature sources revealed 318 studies to be considered for inclusion in the meta-analysis. Criteria for studies selected for analysis included a requirement of pre- and post-tests of knowledge and skills and using CTA to develop training or performance interventions.
520 $a A total of seven studies with 39 comparisons met the minimum criteria of reporting pre- and post-test measures. The results of the meta-analysis revealed a large overall effect size of 1.70. Large effect sizes were found when using any CTA method, in any workplace setting with any level of worker experience. A 1.70 effect size translates to an overall mean percent gain in performance of 35%. Little to no efficiency data was reported in the studies, so no conclusions were offered for efficiency claims.
590 $a School code: 0208.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0525
690 $a 0633
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 65-07A.
790 1 0 $a Clark, Richard E., $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3140506