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Towards a taxonomy of cognitive task...

Yates, Kenneth Anthony.

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Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions./
Author:	Yates, Kenneth Anthony.
Description:	163 p.
Notes:	Adviser: Richard E. Clark.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261819

Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions.
Yates, Kenneth Anthony.

Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions. - 163 p.

Adviser: Richard E. Clark.

Thesis (Ed.D.)--University of Southern California, 2007.

Experts are often called upon to provide their knowledge and skills for curriculum and materials development, teaching, and training. Experts also provide information to develop knowledge-based expert computer systems that facilitate problem-solving tasks in a wide range of fields. Cognitive task analysis (CTA) is a family of knowledge elicitation techniques that have been shown to effectively capture the unobservable cognitive processes, decisions, and judgments involved in expert performance. Over 100 types of CTA methods have been identified and classified. However, existing classification schemes primarily sort CTA techniques by process rather than desired outcome or application. Consequently, it is difficult for practitioners to choose an optimal method for their purposes. A more effective and efficient method to elicit, analyze, and represent expert knowledge would be to apply CTA methods known to be appropriate to the desired knowledge outcome. However, no taxonomy of CTA methods and knowledge types currently exists. The purpose of this study is to identify the most frequently used CTA techniques in the literature and identify which knowledge types are associated with their methods and outcomes. The results indicate that (a) the most frequently used CTA methods include both standardized and informal methods, (b) pairings of CTA methods are used in practice rather an individual methods, and (c) CTA methods have been associated more with declarative knowledge than procedural knowledge. Implications for future CTA research and instructional design are discussed.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions.
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035 $a (UMI)AAI3261819
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100 1 $a Yates, Kenneth Anthony. $3 1277946
245 1 0 $a Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions.
300 $a 163 p.
500 $a Adviser: Richard E. Clark.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1332.
502 $a Thesis (Ed.D.)--University of Southern California, 2007.
520 $a Experts are often called upon to provide their knowledge and skills for curriculum and materials development, teaching, and training. Experts also provide information to develop knowledge-based expert computer systems that facilitate problem-solving tasks in a wide range of fields. Cognitive task analysis (CTA) is a family of knowledge elicitation techniques that have been shown to effectively capture the unobservable cognitive processes, decisions, and judgments involved in expert performance. Over 100 types of CTA methods have been identified and classified. However, existing classification schemes primarily sort CTA techniques by process rather than desired outcome or application. Consequently, it is difficult for practitioners to choose an optimal method for their purposes. A more effective and efficient method to elicit, analyze, and represent expert knowledge would be to apply CTA methods known to be appropriate to the desired knowledge outcome. However, no taxonomy of CTA methods and knowledge types currently exists. The purpose of this study is to identify the most frequently used CTA techniques in the literature and identify which knowledge types are associated with their methods and outcomes. The results indicate that (a) the most frequently used CTA methods include both standardized and informal methods, (b) pairings of CTA methods are used in practice rather an individual methods, and (c) CTA methods have been associated more with declarative knowledge than procedural knowledge. Implications for future CTA research and instructional design are discussed.
590 $a School code: 0208.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
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710 2 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 68-04A.
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790 1 0 $a Clark, Richard E., $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261819