Practice under changing priorities: An approach to the training of complex skills

Gopher, Daniel; Weil, Maya; Siegel, Daniël J.

doi:10.1016/0001-6918(89)90007-3

Cited by 261 publications

(215 citation statements)

References 14 publications

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“…At the end of the training phase, the separately practised parts are reintegrated to accomplish the whole task. Four main approaches within part-task training are distinguished (Stammers 1980, Wightman and Lintern 1985, Gopher et al 1989): segmentation; fractionation; simplification; emphasis-shift training. Segmentation entails the isolation of distinct temporal or spatial segments.…”

Section: Cognitive Apprenticeshipmentioning

confidence: 99%

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Designing training for process control simulators: a review of empirical findings and current practices

Kluge

Sauer

Schüler

et al. 2009

Theoretical Issues in Ergonomics Science

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Although simulators have been widely used as training environments in different industries (e.g. oil and nuclear power), there is little rigorous empirical work evaluating the effectiveness of the training methods employed. This article examines the use of simulator training in process control environments. The results of an exploratory field study are reported and the current practices of simulator training are described. The study revealed that simulator training varied considerably across organisations, often with little theoretical or empirical work to guide training design. To evaluate the utility and effectiveness of different methods of simulator training in process control environments, the article also presents a literature review of the research on laboratory-and field-based training. Several training methods are identified as having particular potential for temporal and adaptive transfer and are to be empirically tested in future studies.

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Section: Cognitive Apprenticeshipmentioning

confidence: 99%

“…Kluge et al systematic changes in the emphasis on subcomponents resulted in significant advantages over alternative training methods, such as traditional part-task and whole-task training (Gopher et al 1989).…”

Section: Cognitive Apprenticeshipmentioning

confidence: 99%

Designing training for process control simulators: a review of empirical findings and current practices

Kluge

Sauer

Schüler

et al. 2009

Theoretical Issues in Ergonomics Science

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“…At present, there is no literature that reflects personal qualities with OMPT. Intuition is a component of the critical thinking process 44 and is considered to be knowledge that is not acquired through analytical reasoning, but rather through an immediate interaction of the clinician's wisdom, experience, and personality with surroundings, context, and patient response 16,45 . Clinicians appear to be increasingly capable of using intuition or a gut-feeling that can guide clinical decision-making as their clinical 45,46 .…”

Section: Intrinsic and Extrinsic Factors Important To Manual Therapy mentioning

confidence: 99%

“…In the early cognitive stage, individuals manage information in an intellectual fashion, focusing on factual components of the skill and giving less consideration to perception or implementation 15 . Attention, task complexity, and motivation impact psychomotor learning during this stage of motor learning 10,16 . In the associative stage, learners refine the psychomotor task through repetition and practice.…”

mentioning

confidence: 99%

Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

Sizer

Sawyer²,

Felstehausen³

et al. 2008

Journal of Manual & Manipulative Therapy

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A learner's development of orthopaedic manual physical therapy (OMPT) psychomotor skills may be influenced by selected intrinsic and extrinsic factors. The purposes of this study were to identify the factors that influence learners' development of manual physical therapy competencies and to define each factor as intrinsic or extrinsic. A 3-round Delphi method survey and a retrospective review of the data were used to develop composite scores and rankings. Eighty manual physical therapy educators participated in the 3 rounds. Thirty-six factor descriptor statements associated with manual physical therapy competency were established and further categorized as intrinsic (19 total), extrinsic (10 total), or conceptual outliers (7 total). Cognitive Processing ranked as the most important factor influencing manual physical therapy competency development. Adaptation ranked second, followed by Science Knowledge. This study is the first to establish manual physical therapy educational factors associated with attainment of competency. The majority of the factors distill into the theory of extrinsic and intrinsic factors identified by Schmidt and Lee. The outcomes of this study identify the factors to which OMPT educators should give particular attention when developing and executing the learning experiences for their learners. Keywords:Competency-Based Education, Curriculum, Delphi Technique, Factors, Motor Learning, Musculoskeletal Manipulations, Psychomotor Performance. S pecific manual and/or movement-based competencies are emphasized by physical therapy educators during learners' development of psychomotor skills. Psychomotor skill acquisition is a product of psychomotor learning, which is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for responding to stimuli 1 . As a consequence of psychomotor learning, individuals gain greater movement efficiency, develop more complex movement control strategies, optimize movement behaviors, and develop movement expertise 2 . Schmidt and Lee identified five extrinsic and four intrinsic factors that influence psychomotor learning factors are 1) practice, 2) feedback, 3) task classification, 4) instruction format, and 5) movement context. Factors such as practice, which involves cognitive processing 3,4 , accentuate learned abilities through the processing of sensory information 5 . The use of quantitative feedback and concurrent feedback in manual physical therapy learning has provided both favorable [6][7][8] and unfavorable results 9 . Visual instructional formats incorporate observation to facilitate psychomotor skill acquisition 10 , while kinesthetic instruction uses the learner's sensory system by physically moving the learner through the task 11 . Finally, movement context appears to influence psychomotor skill acquisition 12 . The intrinsic factors include 1) attention, 2) memory, 3) motivation, and 4) psychomotor learning stage 13 . These factors are less tangible and more difficult to measure t...

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“…Described as "an experimental game which was designed to simulate a complex and dynamic aviation environment" (Gopher, 1993, p. 299), it has been used for both research and applied purposes. For instance, using Space Fortress as an analogue, researchers have investigated the effectiveness of various training protocols for complex perceptual-motor skill tasks (e.g., Frederiksen & White, 1989;Gopher, Weil, & Siegel, 1989;.…”

Section: Individual Differences and Space Fortressmentioning

confidence: 99%

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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Practice under changing priorities: An approach to the training of complex skills

Cited by 261 publications

References 14 publications

Designing training for process control simulators: a review of empirical findings and current practices

Designing training for process control simulators: a review of empirical findings and current practices

Intrinsic and Extrinsic Factors Important to Manual Therapy Competency Development: A Delphi Investigation

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

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