Counteracting skill decay: four refresher interventions and their effect on skill and knowledge retention in a simulated process control task

Abstract

In process automation, skill decay has not been investigated systematically. In two experimental studies, refresher interventions (RIs) were compared to support skill and knowledge retention of a start-up procedure on a simulated process control task. Based on theories of proceduralisation, the 'testing-effect' and mental practice, four different RIs were designed. In Study 1 (N = 68), two experimental groups (EGs) received either an RI called 'Practice' or an RI called 'Skill Demonstration'. Both RIs support skill retention, but the Skill Demonstration-RI performed with a higher mental workload. In Study 2 (N = 68), two EGs received an RI called 'Symbolic Rehearsal' or an RI called 'Procedural Knowledge Test', and aimed at supporting knowledge retention. Both EGs supported knowledge retention but showed moderate skill decay. Results imply that RIs affect skill and knowledge retention differently and should be applied in accordance with the task requirements and their dependence on accurate skill or knowledge maintenance.

Complex cognitive skill retention: The roles of general mental ability and refresher interventions in a simulated vocational setting

“…Previous research has found that refresher interventions support the retention of once-learned skills and are particularly important for procedural skills (Farmer, Van Rooij, Riemersma, Jorna, & Moraal, 1999;Kluge & Frank, 2014). A refresher intervention aims to re-establish a specific skill level that was acquired at the end of initial training.…”

“…The acquired skill level should be re-established after a period of non-use in which the recall of the skill was not required (Kluge & Frank, 2014). Refresher interventions can be implemented, for instance, as a practical rehearsal (Bjork & Bjork, 2006), in the form of tests (Roediger & Karpicke, 2006), or as a theoretical rehearsal (Cooper, Tindall-Ford, Chandler, & Sweller, 2001).…”

“…Refresher interventions can be implemented, for instance, as a practical rehearsal (Bjork & Bjork, 2006), in the form of tests (Roediger & Karpicke, 2006), or as a theoretical rehearsal (Cooper, Tindall-Ford, Chandler, & Sweller, 2001). Studies have shown that practical rehearsal is particularly helpful for maintaining a consistent complex cognitive skill level over time (Kluge & Frank, 2014).…”

“…The participants learned how to operate the microworld wastewater treatment simulation (Figure 1, abbreviation: WaTrSim; Kluge & Frank, 2014), which requires the application of a prototypical complex cognitive skill: The participants need to know the steps of the SOP, the sequence of the steps, and the rules, and they have to be able to time steps, allocate their attention to relevant areas, and interact with the interface. The operation includes starting up the plant, which consists of 11 steps (Table 1).…”

Commentary: Retrieval practice protects memory against acute stress

“…This strategy leads to superior memories in contrast to typical study practice (passive re-reading) approaches (Karpicke and Roediger, 2008; Roediger and Butler, 2011). On a side note it should be mentioned that studies using complex and dynamic learning material for controlling complex technical systems could, however, not observe the superiority of the testing- effect compared to additional practice (Kluge and Frank, 2014). Smith and colleagues reported that retrieval practice lead to superior memory performance.…”