Assessing Knowledge Structures: Relations With Experience and Posttraining Performance

Dorsey, David W.; Campbell, Gwendolyn E.; Foster, Lori; Miles, Donald E.

doi:10.1207/s15327043hup1201_2

Cited by 51 publications

(49 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is consistent with prior studies on accounting education, e.g. Ferguson et al (2000), Krausz et al (1999), Dorsey et al (1999), English and Koeppen (1993), Knechel and Snowball (1987).…”

Section: Conclusion Limitations and Implicationssupporting

confidence: 92%

“…For a number of reasons, however, students do not always comply with this ideal. One of the things that educators must acknowledge is that students taking accounting classes are often provided with on-the-job training in accounting firms, Ferguson et al (2000), Dorsey et al (1999), English and Koeppen (1993).…”

Section: The Importance Of Prior Knowledgementioning

confidence: 99%

“…Dorsey et al (1999), Bonner et al (1997), Christ (1993), Bonner and Pennington (1991), Bonner and Walker (1994). Prior research also suggests that scripts or schemas are useful when organizing "data in memory" for accounting contexts, e.g., Choo (1996), Choo and Trotman (1991), Birnberg and Shields (1984).…”

Section: The Importance Of Prior Knowledgementioning

confidence: 99%

See 2 more Smart Citations

Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Holm¹,

Steenholdt²

2014

RES

View full text Add to dashboard Cite

In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing experience). The findings also suggest that the importance of prior knowledge is mitigated by the intellectual skills required for a particular task.

show abstract

Section: Conclusion Limitations and Implicationssupporting

confidence: 92%

Section: The Importance Of Prior Knowledgementioning

confidence: 99%

See 1 more Smart Citation

Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Holm¹,

Steenholdt²

2014

RES

View full text Add to dashboard Cite

show abstract

“…In particular, only a few attempts have been made to empirically examine various SMM measures in relation to one another (Banks & Millward, 2007;Dorsey, Campbell, Foster, & Miles, 1999;Resick et al, 2010). This is somewhat disconcerting, most notably because it appears that different SMM measures are used somewhat interchangeably across studies.…”

Section: Evaluating Shared Mental Model Measuresmentioning

confidence: 99%

“…Indeed, to our knowledge, relations among SMM measures have been assessed in very few studies (Banks & Millward, 2007;Dorsey et al, 1999;Resick et al, 2010). Banks and Millward measured participants' mental models (using a paired ratings measure) and procedural knowledge (using the proportion of procedures that both team members reported), and participants supplied their own concepts for the procedural knowledge measure.…”

Section: Summary Of Shared Mental Model Measuresmentioning

confidence: 99%

Examining the convergent validity of shared mental model measures

Ross

Allen

2012

Behav Res

View full text Add to dashboard Cite

Despite widespread interest in shared mental models (SMMs) within teams and groups and an extensive empirical literature examining SMM-performance links, very little is known about the convergent validity of commonly used measures of SMMs. In this study, two-person teams (n 0 96) engaged in a complex flight task and completed three SMM measures: concept mapping, paired ratings, and causal mapping. Task-based sharedness scores were compared across the measures. Analyses were conducted in two ways: using SMMs of actual team members (n 0 96 pairs) and using the SMMs of pairs of participants who worked separately but for whom similarity indices were calculated after the study (n 0 18,240). The purpose of the latter pairs, coined pseudopartners, was to create a sample with considerable power to test the convergent validity of the SMM measures. The results call into some question the convergent validity of these taskbased SMM measures.

show abstract

Personnel Selection and Employee Performance

Schmitt

Cortina

Ingerick

et al. 2003

Handbook of Psychology

104

View full text Add to dashboard Cite

This paper is organized around a model of job performance in which personality and ability constructs (KSASOs) are seen as leading to procedural and declarative knowledge and motivation which, in turn, lead to task proficiency and contextual and adaptive behavior. These latter individual performance variables are thought to have implications for a set of distal variables, many of which can be conceptualized as organizational level constructs (e.g., social responsibility and litigation). Our sense is that job analyses are means of developing performance models. Some important and relatively new developments in this area include the job information tool known as O*NET. Adding distal variables to a performance model means that we must consider levels of analysis issues. Literature on applicant reactions to selection procedures and the implications of those reactions is discussed as is the notion that withdrawal behavior is a general concern that includes tardiness, absenteeism, counterproductive behavior, and turnover. Still other new developments include the use of technology in measurement, use of our procedures in other cultures, and the critical consideration of time in our analyses of the relationship of various variables with individual differences. Finally, the notion that performance itself is multidimensional is being addressed as a result of recent theorizing about its nature.

show abstract

Assessing Knowledge Structures: Relations With Experience and Posttraining Performance

Cited by 51 publications

References 24 publications

Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Examining the convergent validity of shared mental model measures

Personnel Selection and Employee Performance

Contact Info

Product

Resources

About