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The impact of cognitive task analysi...
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Lee, Robin Louise.
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The impact of cognitive task analysis on performance: A meta-analysis of comparative studies.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The impact of cognitive task analysis on performance: A meta-analysis of comparative studies./
作者:
Lee, Robin Louise.
面頁冊數:
109 p.
附註:
Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2490.
Contained By:
Dissertation Abstracts International65-07A.
標題:
Education, Educational Psychology. -
電子資源:
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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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.
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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.
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