Effects of preparatory information on enhancing performance under stress.

Inzana, Carolyn M.; Driskell, James E.; Salas, Eduardo; Johnston, Joan

doi:10.1037/0021-9010.81.4.429

Cited by 100 publications

(71 citation statements)

References 35 publications

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“…For instance, Hertwig et al (2004) found that decision makers overweight small probabilities when they are given the actual probability distribution, but underweight these same probabilities when they gain information about the probability distribution from their own experience. Even when people receive information from multiple sources (e.g., when an outcome is first described, then experienced; Yechiam, Barron & Erev, 2005;Inzana et al, 1996) people tend to place a great deal of weight on their personal experience.…”

Section: Experiencementioning

confidence: 99%

The Impact of Personal Experience on Behavior: Evidence from Video-Rental Fines

et al. 2012

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Personal experience matters. In a field setting with longitudinal data, we disentangle the effects of learning new information from the effects of personal experience. We demonstrate that experience with a fine, controlling for the effect of learning new information, significantly boosts future compliance. We also show that experience with a large fine boosts compliance more than experience with a small fine, but that the influence of experience with both large and small fines decays sharply over time.

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Section: Experiencementioning

confidence: 99%

The Impact of Personal Experience on Behavior: Evidence from Video-Rental Fines

et al. 2012

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“…Simulation may facilitate skills training and 'stress exposure training', both of which have been shown to be important in the preparation for stressful events. 8,9 The term 'fidelity' is generally used to refer to the degree of realism of a simulation. In using the term 'fidelity' in reference to equipment, low-fidelity equipment (for example neonatal resuscitation doll) is generally considered to be static and very limited in its capabilities.…”

Section: Introductionmentioning

confidence: 99%

High-fidelity simulator technology may not be superior to traditional low-fidelity equipment for neonatal resuscitation training

et al. 2011

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Objective: Despite completing accredited resuscitation training, neonatal trainees often feel unprepared to deal with real-life clinical emergencies. High-fidelity simulator (HFS) technology offers the potential of recreating a realistic stressful clinical environment to aid training and evaluation. To date, there are limited data examining the physiological impact of this training modality in comparison to less costly alternatives. The objective of this study was to compare the effects of low-fidelity simulator (LFS) versus HFS technology on performance levels, objective and subjective measures of stress in neonatal trainees.Study Design: Sixteen neonatal fellows were invited to participate in a prospective randomized study. Subjects were divided into pairs and randomized to LFS or HFS for completion of scenario I. After an interval of 1 month, fellow teams crossed over to complete scenario II using the alternative simulator technology. Technical and non-technical skills were assessed using validated resuscitation scoring tools. Participants recorded subjective stress at sequential time points before and after each simulation. Buccal cortisol was measured at each corresponding time point and comparison between HFS and LFS groups was made.Result: The mean overall resuscitation performance score was 75.8%±10, but there was no difference in performance between HFS and LFS groups. There was also no significant difference in non-technical skills performance between groups. Salivary cortisol increased over the duration of the simulated experience, but there were no differences between the two groups (P ¼ 0.001, two-way repeated measures analysis of variance). We also identified changes in subjective measures of stress (P<0.001, analysis of variance) over time, but again there were no differences between groups.Conclusion: Simulated neonatal resuscitations induce a significant stress response in neonatal trainees; however, we were unable to identify any difference in stress measures between HFS and LFS. These data suggest that HFS technology offers no additional stress-inducing benefit.

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“…Stress and anxiety, which limit cognition, may manifest themselves in outwardly observable behavior by novices, but may be more veiled by experts who have learned to set aside external stressors in order to focus on the task at hand (Inzana et al 1996). Physiological sensors can help meet this challenge.…”

Section: Intelligent Tutoring Shared Mental Models and Trainingmentioning

confidence: 99%

Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture

Fletcher

Sottilare

2017

Int J Artif Intell Educ

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Teams and teamwork are ubiquitous in military and civilian organizations. Their importance to organizational success cannot be overstated. This article describes the relationship and effect of three concepts: Intelligent Tutoring Systems (ITSs), shared mental models, and teamwork. The nexus between these concepts is examined to determine its capability to support adaptive instruction of teams, defined here as collectives of interdependent individuals who must communicate and interact with each other in order to perform assigned tasks and missions. An assumption underlying this examination is that augmenting the mental modeling processes of ITS with the mental models shared by members of interdependent teams will allow the considerable and increasingly research-established capabilities of intelligent tutoring of individuals to be applied in training teams. Specifically, we reviewed the learning and performance literature to identify how shared mental models of cognition could be used to enhance the adaptive instruction of teams. Our goal is to develop a methodology to enhance training and educational options for institutions that provide adaptive team instruction at the point-of-need. Toward this end, we discuss the adaptation of the Generalized Intelligent Framework for Tutoring (GIFT), an open source tutoring architecture, to accommodate team models and states. While this article makes a first step toward defining a process for team tutoring, challenges remain. Team tutors must have the ability to manage uncertainty and the dynamic nature of team interaction and communication in order to make effective and timely decisions that optimize team and team member performance.

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Effects of preparatory information on enhancing performance under stress.

Cited by 100 publications

References 35 publications

The Impact of Personal Experience on Behavior: Evidence from Video-Rental Fines

The Impact of Personal Experience on Behavior: Evidence from Video-Rental Fines

High-fidelity simulator technology may not be superior to traditional low-fidelity equipment for neonatal resuscitation training

Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture

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