Acquisition, retention, and retraining: Effects of high and low fidelity in training devices.

Abstract

This study is the first in a series which was conducted under the name STRANGER III, and which was to examine trainee's long-term memory of motor skills. This phase examined the effects of varying fidelity of training devices on acquisition, retention, and reinstatement of ability to perform a 92-step procedural task. Three versions of the Section Control Indicator Cc. nsole of the Nike-Hercules guided missile system were utilized. One version was a physical duplicate, fully powered and operational; a second had no power; and a third was a 'full sized color illustration of the powered version. Sixty U.S. Army trainees were randomly assigned to one of five training conditions, 12 to a group. Each subject was tested immediately after training. 4 weeks later, and 6 weeks later, and each was retrained to a criterion level. There was no difference in training time to learn the procedural task, initial performance level, amount remembered after 4 and 6 weeks, or retraining time between individuals trained on high fidelity devices and those trained on low fidelity devices. (al) ri

Retention of motor skills: Review.

“…All-hough data are lacking with respect to the maintenance of Army job-relevant procedures, data on the maintenance of basic combat training skills (83,141), the preparation and firing of a Nike-Hercules missile (54,55), and gunnery proficiency in a combat air force (World War II) (114) support the contention that procedural proficiency cannot be maintained in the absence of regular practice.…”

“…For illustration, the acquisition and longterm retention of a 92-step proceduial task (firing a Nike-Hercules missile) following training on a high-functional similarity drawing of the operational equipment has been shown to equal learning and retention following training on the actual equipment (54,55).…”

“…Fortunately, procedural tasks are typically less expensive and simpler to train than are continuous responses because procedural tasks require little in terms of equipment beyond simple classroom training aids (54,55). Also, it is known that verbal cues and written job aids can facilitate the training and maintenance of procedural tasks (61,81).…”

Cost-Effectiveness of Maintenance Simulators for Military Training

“…A numLer of studies have shown that low-cost devices, such as mock-ups, charts, and flat panel simulators are as effective as real equipment for training personnel to operate (rather than maintain) equipment (Grimsley 1969;Denenberg 1954;Torkelson 1954;Swanson 1954;Vris 1955;Spangenberg 1974;French and Martin 1957;Prophet and3oyd 1970, Dougherty, Houston, andNicklas 1957;and Cox, Wood, Boren et al, 1965. Useful reviews of this topic may be found in Micheli 1972, Kinkade and Wheaton 1972, and Fink and Shriver 1978.…”

Conceptual Modeling of Training and Organizational Risk Dynamics

“…Usually, organizations plan specific adapting training to facilitate the transfer process [46]. Simulators with limited physical fidelity are often quite adequate [39,47]. For example, there is little evidence that motion in flight simulators, which cannot approach the actual motion of an aircraft, offers positive transfer benefits [48].…”