The goal of this study was to investigate how adult English speakers, who are good readers, but who differ in spelling ability, remember word-specific spelling information. In the first experiment, participants learned the spellings of words they had previously misspelled, while ''thinking out loud''. The main strategies observed in order of popularity were: letter rehearsal, overpronunciation, comparison of the remembered and the correct spelling, morphological analysis and visualisation. All strategies produced good learning success for the better spellers, but weaker spellers had less success with overpronunciation, comparison and morphological analysis. In a second experiment, when participants were shown their misspelling and the correct spelling, and instructed to use either overpronunciation or comparison to learn the correct spelling, learning success was independent of spelling ability. However, sequential verbal memory ability was associated with greater success in using overpronunciation, and sequential visual memory ability with greater success in using comparison. The findings provide new insight into the types of strategies that advanced learners use spontaneously to memorise arbitrary letter sequences, as well as revealing how effective the strategies are.

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at Santa Barbara A growing body of research evidence suggests that essential perceptual-cognitive skills can be enhanced through training. Despite this success, at present, these skills have been studied in relative isolation and across many domains, resulting in a research literature that lacks a coherent framework for clearly matching specific perceptual skills to specific training interventions. In response, this paper reviews the available literature that investigates the effectiveness of interventions aimed at training military-relevant perceptualcognitive skills (e.g., situation awareness, anticipatory skills), organizes these interventions and skills into a usable framework, and provides concrete, research-based recommendations for training specific skills.

The goal of this project was to create a stage model that can assist instructors in assessing the skill level of Marines working toward mastery in the area of perceptual-cognitive skills. Specifically, this paper describes the design, development, and validation process we followed to create a competency model that defines the levels of performance and behaviors required to develop expertise in each of the taxons delineated in the Perceptual Training and Skills Taxonomy. The paper begins with a description of how the model fits into the overall project and then provides a rationale for the model based on existing research. Following initial development, focus groups were used to validate the Competency Model of Perceptual-Cognitive Skills with experienced military personnel and ensure that it not only reflects current literature but also accurately depicts real-world situations.