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Articles 1 - 23 of 23
Full-Text Articles in Psychology
Learning Styles, Megan Paul
Learning Styles, Megan Paul
Umbrella Summaries
What are learning styles? The concept of learning styles is the idea that people differ in the way that they learn best, and instructors should determine each trainee’s optimal style and then use training methods that match the trainee’s style (Pashler, 2009). There are dozens of different learning style classifications, including such styles or dimensions as visual, auditory, kinesthetic, and tactile modality preferences (Dunn & Greggs, 2003, cited in Coffield et al., 2004); concrete vs. abstract and sequential vs. random (Gregorc, 1982a, cited in Coffield et al., 2004); holistic vs. analytic and verbalizer vs. imager (Riding & Raynor, 1998, cited …
Signaling In Training, Megan Paul
Signaling In Training, Megan Paul
Umbrella Summaries
What is signaling? In a learning environment, signaling refers to cues that direct learners’ attention to specific instructional content or that emphasize how the content is organized (van Gog, 2014). Signals can be verbal (oral or written) or visual (static or dynamic images or graphics). More commonly studied examples include: signals in written materials: underlining, italics, bold, highlighting, outlines, headings, overviews, and summaries signals in visual materials: arrows, circles, flashing, color coding, spotlighting (graying out some content), zooming in on key content, and gestures of pedagogical agents When signals are used only in written text (i.e., without accompanying …
Self-Explanation In Training, Megan Paul
Self-Explanation In Training, Megan Paul
Umbrella Summaries
What is self-explanation? Self-explanation is “a process by which learners generate inferences about causal connections or conceptual relationships” (Bisra et al., 2018). It involves pausing to think more deeply about instructional content, to better connect it with prior knowledge or to check for understanding. Self-explanations can be prompted (through specific instructions or questions) or unprompted (done spontaneously by a learner). Prompts can include instructions to explain, open-ended questions, or closed-ended questions such as multiple choice (Bisra et al., 2018). There is no one type of self-explanation. Examples include providing rationale for a decision or belief and explaining a concept, process, …
Leadership Training, Megan Paul
Leadership Training, Megan Paul
Umbrella Summaries
What is leadership training? Leadership training is a broad term with no universal definition. For the purposes of this review, it refers to “programs that have been systematically designed to enhance leader knowledge, skills, abilities, and other components” and it includes “all forms of leader, managerial, and supervisory training/development programs and/or workshops” (Lacerenza et al., 2017, p. 1687). As with all training, leadership training can vary in many ways. Below are some of the more common aspects that have been empirically evaluated: Needs analysis: whether a systematic process was used to identify training needs and design the training accordingly …
Conversational Style In Training, Megan Paul
Conversational Style In Training, Megan Paul
Umbrella Summaries
What is conversational style? Conversational style refers to a combination of stylistic strategies to personalize instructional text (oral or written) for learners. These include “the use of first and second rather than third person, directly addressing the reader, revealing [the author’s] personal beliefs, and/or using polite forms of address” (Ginns et al., 2013, p. 452). The following excerpts illustrate such styles: “During inhaling, the [your] diaphragm moves down creating more space for the [your] lungs” (Mayer et al., 2004) “Let me tell you what happens when lightning forms” (vs. just the scientific description; Moreno & Mayer, 2000) …
After-Action Reviews, Megan Paul
After-Action Reviews, Megan Paul
Umbrella Summaries
What are after-action reviews? An after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” (Keiser & Arthur, 2020, p. 2). The process has been used in various fields, leading to a variety of labels, including after-event review, debrief, guided team self-correction, and reflexivity (e.g., Chen et al., 2018; Couper et al., 2013; Ellis & Davidi, 2005; Smith-Jentsch et al., 2008). Note that though the term “debrief” is sometimes used, AARs are distinct from debriefing sessions that are intended to help individuals process stressful or …
Seductive Details In Training, Megan Paul
Seductive Details In Training, Megan Paul
Umbrella Summaries
What are seductive details? In a learning environment, seductive details are interesting but unimportant details that are not necessary to achieve the instructional objective (Garner et al., 1989). The information may be tangentially related to the topic but is not relevant to the main teaching goal. Such details are often included for the purpose of making the topic more interesting and engaging. There are many potential types of seductive details; they can be visual, verbal, or aural—static or dynamic images (e.g., illustrations, photos, animations), written or spoken words (e.g., text, narration), or sounds (e.g., music; Sundararajan & Adesope, 2020). Why …
Pedagogical Agents, Megan Paul
Pedagogical Agents, Megan Paul
Umbrella Summaries
What are pedagogical agents? Pedagogical agents are “lifelike characters presented on a computer screen that guide users through multimedia learning environments” (Clarebout & Heidig, 2012, p. 2568). Pedagogical agents can vary in multiple ways. The following characteristics have been most studied: appearance (two-dimensional [2D] vs. three-dimensional [3D]), eye gaze, facial expression, gesturing, motion, and gender. The simplest pedagogical agent would be a static, 2D image with just text, and a complex agent would be a dynamic, 3D person or character that talks, gestures, and has eye movements and facial expressions. Why are pedagogical agents valuable? Pedagogical agents are valuable because …
Training Tests, Megan Paul
Training Tests, Megan Paul
Umbrella Summaries
What are training tests? For this purpose, training tests include any form of knowledge assessment intended to gauge learning from training. Tests can be of varying lengths, formats (e.g., true/false, multiple choice, short answer), or labels (e.g., quiz, learning checks). The important feature is that they require learners to practice retrieving training-related information from memory. Thus, the focus here is on knowledge and understanding, versus skill acquisition. Why are training tests valuable? Training tests are valuable because the act of taking a test improves subsequent learning outcomes. More specifically, people who take a test perform better on later assessments of …
Pre-Training Interventions, Megan Paul
Pre-Training Interventions, Megan Paul
Umbrella Summaries
What are pre-training interventions? Pre-training interventions refer to strategies that are implemented prior to training, for the purpose of enhancing training outcomes. Thus far, the primary strategies that have been most frequently investigated include (a) attentional advice, (b) meta-cognitive strategies, (c) advance organizers, (d) goal orientation, and (e) preparatory information (Cannon-Bowers et al., 1998; Mesmer-Magnus & Viswesvaran, 2010). Attentional advice includes guidance to orient the learner to what they will learn. Examples include going over the main learning objectives or highlighting essential aspects of the training and how they relate to the job. Meta-cognitive strategies include approaches for …
Effects Of Contemplative Practice Applications On Learning With An Adaptive Training System, Melissa Marie Walwanis
Effects Of Contemplative Practice Applications On Learning With An Adaptive Training System, Melissa Marie Walwanis
Theses and Dissertations
This study sought to test the impact of the contemplative practices of guided mindfulness and more traditional mindfulness compared to a standard educational practices control condition, on learning. Guided mindfulness practices are embedded concentrative psychoeducational practices of contingency planning and guided reflection that are systematically sequenced in experiential learning contexts. Traditional mindfulness practices are embodied interoceptive practices such as diaphragmatic breathing, mindfulness meditation, and body scan used in a generalized sense. The control condition standard educational practices include note taking and learning styles. By engaging learners in an embedded psychoeducational practice and embodied interoceptive practices, this study sought to: 1) …
Developing Conviction In Women Leaders: The Role Of Unique Work And Life Experiences, Mckendree J. Hickory
Developing Conviction In Women Leaders: The Role Of Unique Work And Life Experiences, Mckendree J. Hickory
Industrial-Organizational Psychology Dissertations
The past 20 years has seen a proliferation of studies identifying the barriers women often face in leadership. Two potent obstacles women face are gender bias and stereotype threat, which manifest in both management selection and performance ratings. One option some women use to combat negative stereotypes is to adapt themselves to their environments, an approach that may lead to a decrease in self-regulation, goal clarity, and authenticity. Demonstrating conviction is a powerful strategy used by leaders to maintain a consistent sense of direction and connection to what is most important to them, even under the most pressing situations. This …
Learning And Working Together: Invoking Systems’ Change Through Inter-Organizational Collaborative Principles And A Learning Community Framework, Brandon Hey
Theses and Dissertations (Comprehensive)
Local communities face significant challenges such as increased inequality, immigration, and global climate change. In order to address these challenges whole cities have to innovate and learn together. In this thesis, I introduce the Learning Community (LC) model, a new way of collaborating and creating collective impact that emphasizes learning, alongside collective impact, as a central strategy to addressing complex social challenges. In a LC, members value the continuous pursuit of knowledge, feedback, and experimentation as well as the flow of information and resources between academic institutions and practice groups. The value of learning is built into key structures …
Creative Confidence In Organizational Knowledge Creation: A Synthesis Of The Literature, Elnaz Dario, Rafael Landaeta, Resit Unal, E.H. Ng. (Ed.), B. Nepal (Ed.), E. Schott (Ed.)
Creative Confidence In Organizational Knowledge Creation: A Synthesis Of The Literature, Elnaz Dario, Rafael Landaeta, Resit Unal, E.H. Ng. (Ed.), B. Nepal (Ed.), E. Schott (Ed.)
Engineering Management & Systems Engineering Faculty Publications
Creative confidence is a newly rising topic in the innovation study area. In a world where creativity has become a vital source of knowledge creation, not believing in one's own creative capacity could be a barrier. At the organizational level, many good ideas are disappearing before ever being written down or shared. Organizations may lose talented people who have great creative potential by either not giving them the opportunity to express their creative ideas or due to a lack of confidence from the employee side, in sharing these ideas. This paper will contribute to the research stream on the role …
Generalizability Of Predictive Performance Optimizer Predictions Across Learning Task Type, Haley Pace Wilson
Generalizability Of Predictive Performance Optimizer Predictions Across Learning Task Type, Haley Pace Wilson
Browse all Theses and Dissertations
The purpose of my study is to understand the relationship of learning and forgetting rates estimated by a cognitive model at the level of the individual and overall task performance across similar learning tasks. Cognitive computational models are formal representations of theories that enable better understanding and prediction of dynamic human behavior in complex environments (Adner, Polos, Ryall, & Sorenson, 2009). The Predictive Performance Optimizer (PPO) is a cognitive model and training aid based in learning theory that tracks quantitative performance data and also makes predictions for future performance. It does so by estimating learning and decay rates for specific …
An Evaluation Of Game Fiction-Enhanced Training: Using Narrative To Improve Trainee Reactions And Learning, Michael Beaumont Armstrong
An Evaluation Of Game Fiction-Enhanced Training: Using Narrative To Improve Trainee Reactions And Learning, Michael Beaumont Armstrong
Psychology Theses & Dissertations
Gamification is growing in popularity in instructional contexts like education and workplace training, but it is unclear which game elements are specifically conducive to improve learning outcomes. Narratives, which represent one way the game element “game fiction” is commonly implemented, have been used to improve learning outcomes over expository texts in the context of psycholinguistics, whereas the Technology-Enhanced Training Effectiveness Model (TETEM) proposes that certain individual differences impact the relationships between technology-enhanced training and learning outcomes. From this theoretical basis, this study gamified a training session with game fiction in order to improve reactions to training and learning over the …
Collective Failure: The Emergence, Consequences, And Management Of Errors In Teams, Bradford S. Bell, Steve W. J. Kozlowski
Collective Failure: The Emergence, Consequences, And Management Of Errors In Teams, Bradford S. Bell, Steve W. J. Kozlowski
Bradford S Bell
The goal of the current chapter is to examine the emergence, consequences, and management of errors in teams. We begin by discussing the origin and emergence of errors in teams. We argue that errors in teams can originate at both the individual and collective level and suggest this distinction is important because it has implications for how errors propagate within a team. We then consider the paradoxical effects of errors on team performance and team learning. This discussion highlights the importance of error management in teams so that errors can prompt learning while at the same time mitigating their negative …
Video Game Self-Efficacy And Its Effect On Training Performance, Skilan Ortiz
Video Game Self-Efficacy And Its Effect On Training Performance, Skilan Ortiz
Electronic Theses and Dissertations
This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.
Alternative Indices Of Performance: An Exploration Of Eye Gaze Metrics In A Visual Puzzle Task, Sheldon M. Russell
Alternative Indices Of Performance: An Exploration Of Eye Gaze Metrics In A Visual Puzzle Task, Sheldon M. Russell
Browse all Theses and Dissertations
Of interest to the U.S. Air Force is the ability to develop and characterize the level of workload that operators are under at any given point. When an operator's cognitive resources exceed demands, a 'red line' of performance may be crossed after which performance breaks down. What is needed is an estimate of operator state; a 'dipstick' for the operator in order to assess the level of 'resources' available, in order to avoid performance problems. Traditional approaches use secondary tasks (e.g., mental arithmetic) or secondary physiological measures (e.g., heart rate variability) for state assessment. However, the current work was motivated …
Training Evaluation In Virtual Worlds: Development Of A Model, Richard N. Landers, Rachel C. Callan
Training Evaluation In Virtual Worlds: Development Of A Model, Richard N. Landers, Rachel C. Callan
Psychology Faculty Publications
Many organizations have adopted virtual worlds (VWs) as a setting for training programs; however, research on appropriate evaluation of training in this new setting is incomplete. In this article, we address this gap by first exploring the unique issues relevant to evaluation faced by training designers working in VWs. At the macro-organizational level, the primary issue faced is an organizational culture unreceptive to or otherwise skeptical of VWs. At the micro-organizational level, two major issues are identified: individual trainees unreceptive to VWs and general lack of experience navigating VWs. All three of these challenges and their interrelationships may lead to …
Book Review 19 The Third Chapter By Sara Lawrence Lightfoot, William C. Mcpeck
Book Review 19 The Third Chapter By Sara Lawrence Lightfoot, William C. Mcpeck
William C. McPeck
This is my personal review of the book The Third Chapter by Sara Lawrence Lighfoot which was published in 2009 by Farrar, Strauss and Giroux.
The Effects Of Self-Efficacy And Outcome Expectancy On The Transfer Of Training Materials, Victoria Oliver Wintering
The Effects Of Self-Efficacy And Outcome Expectancy On The Transfer Of Training Materials, Victoria Oliver Wintering
Theses Digitization Project
No abstract provided.
Effects Of Encoding Variety And Concurrent-Task Practice On The Transfer And Retention Of Complex Skill, Peter S. Winne
Effects Of Encoding Variety And Concurrent-Task Practice On The Transfer And Retention Of Complex Skill, Peter S. Winne
Psychology Theses & Dissertations
The present study investigated the effects of dual-task practice and the variety of problems solved during practice on (a) the acquisition of procedural and declarative skills and the development of concurrent-task skills, and (b) the utilization and maintenance of two types of strategies. Strategies were defined as the use of different mixes of skills pertaining to procedures and specific declarative solutions. Two tasks--mental arithmetic and trigrams--were used to examine problem-solving skills and strategies both immediately following practice and again under delayed conditions. Eighty subjects were randomly assigned to one of four practice conditions by factorially combining practice mode (single- or …