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Training for performance in demandin...

Teague, Ross Carlyle.

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Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training./
作者:	Teague, Ross Carlyle.
面頁冊數:	116 p.
附註:	Director: John A. Allen.
Contained By:	Dissertation Abstracts International58-10B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9810987
ISBN:	0591616734

Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training.
Teague, Ross Carlyle.

Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training. - 116 p.

Director: John A. Allen.

Thesis (Ph.D.)--George Mason University, 1997.

In single example training, participants used the same terrain and layout during all three training segments. In the multiple example training, participants experienced different terrain and feature layouts for each training segment.

ISBN: 0591616734Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training.
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100 1 $a Teague, Ross Carlyle. $3 1260610
245 1 0 $a Training for performance in demanding tasks: The effectiveness of demand presentation and multiple-example simulator training.
300 $a 116 p.
500 $a Director: John A. Allen.
500 $a Source: Dissertation Abstracts International, Volume: 58-10, Section: B, page: 5680.
502 $a Thesis (Ph.D.)--George Mason University, 1997.
520 $a In single example training, participants used the same terrain and layout during all three training segments. In the multiple example training, participants experienced different terrain and feature layouts for each training segment.
520 $a The purpose of this study was to investigate how best to train individuals for performance in a demanding environment. To answer this question, the study used an interactive, computer-simulated, wargame task. Two main independent variables were examined: demand training and multiple/single example training.
520 $a Demand was manipulated by changing the aggressiveness (threat level) of the enemy tank. Demand during training was either constant or varied. The constant-demand training conditions were: (a) no-demand, (b) low-demand, and (c) high-demand. The varied-demand training conditions were: (a) low/high-demand and (b) gradual-demand.
520 $a After training, participants were asked to perform in two transfer tasks: a high-threat, demanding task, and a no-threat, no-demand task. Following training and transfer tasks, participants filled out several questionnaires concerning stress and mental workload.
520 $a This study predicted that participants in the low/high- and gradual-demand training groups would perform best in the high-threat, demanding transfer environment and report the lowest level of stress and mental workload during the high-threat transfer task. Multiple example training was expected to result in better performance scores in both transfer environments than single example training.
520 $a The findings of this study showed that gradual-demand training led to the best high-threat transfer task performance and the lowest levels of stress and mental workload. Low/high-demand training, while yielding the second highest level of high-threat transfer task performance, lead to high levels of stress and mental workload. Single example training led to better performance than multiple example training for several psychomotor tasks. This finding suggests that practicing repeatedly in the same environment can allow individuals to develop psychomotor skills better than practicing in a multiple example training environment. In addition, this study showed that groups with the highest reported confidence after training did not perform the best in the high-threat performance task.
520 $a Prior research found that low/high-demand training was the most effective way to train for performance in a demanding task. Previous research used demand that was not related to the task or performance of the task. The present study's use of demand that was relevant to the task and performance may explain key differences between the results of the present study and previous research.
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650 4 $a Education, Vocational. $3 1017499
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Experimental. $3 517106
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