Acquisition, retention, and retraining: Training category IV personnel with low fidelity devices.

Grimsley, Douglas L.

doi:10.1037/e451482004-001

Cited by 4 publications

(13 citation statements)

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“…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.…”

Section: -)mentioning

confidence: 99%

“…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).…”

Section: Training Environmentmentioning

confidence: 99%

“…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).…”

mentioning

confidence: 99%

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Retention of motor skills: Review.

Schendel¹,

Shields²,

Katz³

1978

PsycEXTRA Dataset

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Section: -)mentioning

confidence: 99%

Section: Training Environmentmentioning

confidence: 99%

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Retention of motor skills: Review.

Schendel¹,

Shields²,

Katz³

1978

PsycEXTRA Dataset

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“…Nevertheless, it has generally been argued and demonstrated that higher ability individuals, compared to lower ability individuals, retain more knowledge and skill over periods of non-use because they acquire more knowledge and skill in the same amount of time (Carron, 1971;Carron, & Marteniuk, 1970;Farr, 1987;Fox, Taylor, & Caylor, 1969;Grimsley, 1969;Purdy, & Lockhart, 1962;Schendel, Shields, & Katz, 1978;Vineberg, 1975). However, there is dissenting research which suggests that there is also a qualitative difference between high and lower ability individuals that may explain the enhanced skill retention exhibited by higher ability individuals.…”

Section: Individual Differencesmentioning

confidence: 96%

Skill decay: A comparative assessment of training protocols and individual differences in the loss and reacquisition of complex skills

Arthur¹,

Bennett²,

Day³

et al. 2002

PsycEXTRA Dataset

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Public repoiling burden for this collection of information is estimated to average 1 hour per response, ir^cluding the time for reviewing instructions, searching existing dsta sources, gathering and maintaining the data needed, and completing and reviewing 4tiis collection of information .Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense. Washington Headquarters Services, Directorate for Mormation SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) Air Force Research Laboratory Human Effectiveness Directorate Warfighter Training Research Division 6030 South Kent Street MesaAZ 85212-6061 SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S) AFRL-HE-AZ-TR-2002-000412. DISTRIBUTION / AVAILABILITY STATEMENT Approved for public release; distribution is unlimited. 13, SUPPLEMENTARY NOTE^Air Force Research Laborattfiy Technical Monitor: Dr. Winston Bennett, (480) 988-6561 Ext. 297, DSN 474-6297 ABSTRACTIt has been consistently demonstrated that the active interlocked modeling (AIM) protocol, a dyadic training protocol developed by Shebilske, Regian, Arthur, and Jordan (1992), achieves a 100% increase In training efficiency over a control individual-trainee based condition. TTie purpose of the present study was to replicate this finding as well as to investigate its robustness In terms of skill loss and reacquisition. Thus, we compared the AIM-dyad training protocol to a standard individual protocol regarding the acquisition of a complex skill (i.e.. Space Fortress; cf . More importantly, skill loss after an 8-week non-practice interval and skill re-acqulsition was also investigated. Despite half as much hands-on practice, the performance of dyadic trainees did not differ from that of individuals on tests of skill acquisition, loss, and re-acquisition. These findings provide strong support and justification for the ongoing use of innovative dyadic protocols for the training of pilots and navigators in both military an non-military settings.

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“…Grimsley (1969) reported the results of a simulation study which examined variations in Task 1 fidelity on operation of the control panel for the Nike-Hercules guided missile. Low aptitude subjects were trained on either a high fidelity hot panel (physical and functional duplicate), cold panel (physical nonfunctioning duplicate) or low fidelity reproduced panel (full size artist's representation of hot panel).…”

Section: Transfer Of Trainingmentioning

confidence: 99%

Transfer of Training: An Interpretive Review

Cormier¹

1984

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Acquisition, retention, and retraining: Training category IV personnel with low fidelity devices.

Cited by 4 publications

References 0 publications

Retention of motor skills: Review.

Retention of motor skills: Review.

Skill decay: A comparative assessment of training protocols and individual differences in the loss and reacquisition of complex skills

Transfer of Training: An Interpretive Review

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