Field Independence and Proficiency in Electrical Fault Diagnosis

Moran, Aidan

doi:10.1109/tsmc.1986.289294

Cited by 11 publications

(9 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But many authors have suggested that it is necessary to consider both the field dependence/ independence and holist/serialist dimensions as originating from an identical wholist/analytical construct (Riding and Cheema, 1991). Moreover, in a study by Moran (1986) on electrical fault diagnosis, this style cannot adequately explain differences in diagnosis performance. This is probably due to the theoretical domain (perceptual aspects) of this style because operators not only perceive but also engage in symbolic activities.…”

Section: Field Dependence/independence and Task/resource Commitmentmentioning

confidence: 99%

“…But there are many domains in which individual differences are not exclusively due to operator expertise. Examples include: diagnosis strategies (Duncan, 1985;Moran, 1986), design strategies (Visser and Hoc, 1990), industrial scheduling (Cowling, 2001), the use of assistance in anticipation (Sanderson, 1989), automation (Parasuraman and Riley, 1997), and ecological interface (Torenvliet et al, 2000). Yet, many authors suggest that these differences can be reduced by a training procedure (i.e.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive styles as an explanation of experts’ individual differences: A case study in computer-assisted troubleshooting diagnosis

Cegarra¹,

Hoc²

2006

International Journal of Human-Computer Studies

View full text Add to dashboard Cite

Section: Field Dependence/independence and Task/resource Commitmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cognitive styles as an explanation of experts’ individual differences: A case study in computer-assisted troubleshooting diagnosis

Cegarra¹,

Hoc²

2006

International Journal of Human-Computer Studies

View full text Add to dashboard Cite

“…En esta atmósfera favorable para la investigación sobre diferencias estilísticas, se comenzaron a proponer numerosas dimensiones. Entre ellas, la que mayor atención atrajo entonces, y sigue atrayendo hoy en día, es la Dependencia-Independencia de Campo (DIC) (Quiroga, 1988;Moran, 1986;Moran y O'Callaghan, 2003;Zhang y Sternberg, 2006). Se ha atribuido esta preponderancia a que desde sus orígenes se hicieron patentes sus diversas y claras manifestaciones en el comportamiento de los individuos; en particular Witkin (1976), el padre de la dimensión, enfatizó sus implicaciones educativas.…”

Section: Las Nociones De Estilo Psicológico Y Estilo Cognitivounclassified

El estilo cognitivo dependencia-independencia en el proceso de enseñanza-aprendizaje

Tinajero

Fernández

2013

Rev.Colomb.Educ

View full text Add to dashboard Cite

Estilo cognitivo, estilo de aprendizagem, dependência de campo, aprendizagem, estratégias, rendimento, sucesso escolar. Palabras ClaveEstilo cognitivo, estilo de aprendizaje, Dependencia de Campo, Aprendizaje, estrategias, rendimiento, logro educativo. ResumenEn el presente trabajo se ofrece una revisión de la investigación realizada sobre la incidencia del estilo cognitivo dependencia-independencia de campo en el proceso de enseñanza-aprendizaje. Tras delimitar las nociones de estilo psicológico y estilo cognitivo y justificar su relevancia en el contexto educativo, se describen los principales resultados disponibles sobre las diferencias que se producen entre sujetos de diferente estilo cognitivo en relación con las estrategias de aprendizaje y las preferencias por materiales y métodos instruccionales y que parecen estar en la base de las diferencias de rendimiento escolar debidas al estilo. AbstractThis work offers a research review about the implication of dependenceindependence cognitive style field on the teaching-learning process. After clarifying the idea of psychological style, cognitive style and justifying its importance for the educational context, then it is shown the important results available about the differences of the subjects that belong to different styles in relation to learning strategies, material preferences and instructional methodology are shown and apparently are at the base of the differences of school performance. ResumoNeste artigo oferece-se uma revisão da pesquisa feita sobre a incidência do estilo cognitivo dependência-independência de campo no processo de ensino-aprendizagem. Após delimitar as noções de estilo psicológico e estilo cognitivo, e justificar sua relevância no contexto educativo, descrevem-se os principais resultados disponíveis sobre as diferençias que há entre pessoas de diferente estilo cognitivo em relação com as estratégias de aprendizagem e as preferências por materiais e métodos instrucionais e que parecem estar na base das diferencias de rendimento escolar, devidas ao estilo.

show abstract

“…Analytical reasoners (field independents) are more adept at disambiguating information from its surrounding field, and therefore are better problem solvers because they are better able to isolate task-relevant information (Heller, 1982;Ronning et al, 1984). In a study of Irish apprentice electricians, Moran (1986) found that among several individual difference variables, field independence was most highly correlated with fault diagnosis and its strongest predictor. This is because analytics (field independents) are more efficient hypothesis testers than field dependents while learning and solving problems (Davis and Haueisen, 1976).…”

Section: Analytical Reasoningmentioning

confidence: 99%

Learning to Troubleshoot: A New Theory-Based Design Architecture

2006

View full text Add to dashboard Cite

Troubleshooting is a common form of problem solving. Technicians (e.g., automotive mechanics, electricians) and professionals (physician, therapists, ombudspersons) diagnose faulty systems and take direct, corrective action to eliminate any faults in order to return the systems to their normal states. Traditional approaches to troubleshooting instruction have emphasized either theoretical or domain knowledge about the system or specific troubleshooting procedures. These methods have failed to develop transferable troubleshooting skills in learners. In this article, we propose an architecture for designing learning environments for troubleshooting. The architecture integrates experiential, domain, and device knowledge in a learning system that enables learners to generate and test hypotheses for every action they take, relate every action to a conceptual model of the system, and query experienced troubleshooters about what they would do. The architecture includes three essential components: A multi-layered conceptual model of the system that includes topographic, function, strategic, and procedural representations; a simulator that requires the learner to generate hypotheses, reconcile the hypotheses to the system mode, test the hypotheses, and interpret the results from the test; and a case library that uses a case-based reasoning engine to access relevant stories of troubleshooting experiences as advice for the learner. This novel architecture can be used to develop learning environments for different kinds of troubleshooting. 78 Jonassen and Hung WHAT IS TROUBLESHOOTING?Troubleshooting is among the most common types of problem solving. Whether troubleshooting a faulty modem, a multiplexed refrigeration system in a modern supermarket, or communication problems in an advertising agency, troubleshooting attempts to isolate fault states in a system and repair or replace the faulty components in order to reinstate the system to normal functioning. Troubleshooting is normally associated with the repair of physical, mechanical, or electronic systems. However, organizational ombudsmen, such as employee relations managers, customer relation specialists, consumer advocates, public relations specialists, and human resource directors are also troubleshooters. These people are responsible for handling complaints that represent fault states that must be repaired in customer relations systems. Individuals in their everyday lives engage in personal troubleshooting associated with self-change, especially when related to addictive behaviors (Prochaska et al., 1992). Medical and psychological diagnoses also involve troubleshooting.On the continuum of problems from well-structured (algorithms, story problems) to ill-structured (systems analysis, design), troubleshooting problems are in the middle (Jonassen, 2000). Troubleshooting problems:• appear ill-defined because the troubleshooter must determine what information is needed for problem diagnosis (which data about the electrical and fuel systems are needed in troubleshooting...

show abstract

Field Independence and Proficiency in Electrical Fault Diagnosis

Cited by 11 publications

References 4 publications

Cognitive styles as an explanation of experts’ individual differences: A case study in computer-assisted troubleshooting diagnosis

Cognitive styles as an explanation of experts’ individual differences: A case study in computer-assisted troubleshooting diagnosis

El estilo cognitivo dependencia-independencia en el proceso de enseñanza-aprendizaje

Learning to Troubleshoot: A New Theory-Based Design Architecture

Contact Info

Product

Resources

About