Retention of Trained Performance in Consistent Mapping Search after Extended Delay

Fisk, Arthur D.; Hodge, Kevin A.

doi:10.1177/001872089203400202

Cited by 23 publications

(17 citation statements)

References 34 publications

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“…As a design strategy, overlearning (i.e., repeated practice even after correct performance has been demonstrated) can improve transfer especially for skills that may go unused for long intervals; CPR training is an example (Fisk, Hertzog, Lee, Rogers, & Anderson, 1994;Fisk & Hodge, 1992). Overlearning works by creating automatic responses that conserve a trainee's cognitive resources so that cognitive ability may be dedicated to solving novel or more complex tasks.…”

Section: Instructional Strategies and Methodsmentioning

confidence: 99%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,005

1,078

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Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer-learner characteristics, intervention design and delivery, and work environment influences-to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction. Keywords: training transfer; learner characteristics; intervention design; work environment; integrative literature reviewSince Baldwin and Ford's (1988) highly recognized review of the "transfer problem" in training research, an outpouring of conceptual and research-based suggestions have focused on how to lessen the gap between learning and sustained workplace performance. Estimates of the exact extent of the transfer problem vary, from Georgenson's (1982) estimate that 10% of training results in a behavioral change to Saks ' (2002) survey data, which suggest about 40% of trainees fail to transfer immediately after training, 70% falter in transfer 1 year after the program, and ultimately only 50% of training investments result in organizational or individual improvements. Given these estimates, it is clear that learning investments continue to yield deficient results, making training transfer a core issue for human resource development (HRD) researchers and practitioners focused on designing interventions that support individual, team, and organizational performance (Yamnill & McLean, 2001 As the stream of transfer research continues to infiltrate various academic disciplines (management, HRD, training, adult learning, psychology), the need for a comprehensive and analytical review is warranted to summarily link the assorted genres of transfer research and provide targeted direction moving forward. The last comprehensive literature review was offered by Ford and Weissbein (1997) and addressed the suggestions put forth in the seminal work of Baldwin and Ford (1988). These works identified gaps in the way transfer was viewed, studied, and measured, and have provided numerous opportunities to improve the study of transfer, especially in applied settings. While not attempting to keep in step with decade reviews, we do feel that advancements in the last decade in each of the areas-learner, design, and work environment-require an updated synthesis of the transfer literature to provide both experienced and emerging transfer scholars direction for future research.To conduct this integrative review, we first identified a taxonomy of major conceptual factors influencing transfer in order to categorize the ...

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Section: Instructional Strategies and Methodsmentioning

confidence: 99%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,005

1,078

View full text Add to dashboard Cite

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“…Researchers who followed the original work of Schneider and Shiffrin (1977) extended their basic model to include workload and dual-task performance (Fisk 329 & Schneider, 1983;Schneider & Fisk, 1984), automatic process development (Schneider & Fisk, 1984), skill acquisition (Fisk & Hodge, 1992), and training (Schneider, 1985). Recent reviews present a summary of the most up-to-date developments on automaticity research (Bargh & Ferguson, 2000;Moors & De Houwer, 2006).…”

Section: Automaticity Has a Long-standing History In Psychology With mentioning

confidence: 99%

Effects of Automatic Detection on Dynamic Decision Making

González

Thomas

2008

Journal of Cognitive Engineering and Decision Making

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ABSTRACT:The usefulness of the dual-process theory of automaticity to dynamic decisionmaking tasks is unclear. Dynamic decision making is characterized by multiple, diverse, and interrelated decisions that are often constrained by time limitations and workload. We investigated the relevance of this theory in a compound task consisting of multiple, dynamic components. In the first experiment, we reproduced the original findings that shaped the theory in a dynamic visual search task. In the second experiment, we added a decision-making component. The results replicated the original findings and extended them to decision-making components. Working under consistent-mapping conditions in the visual search component led to more accurate decision making despite variability in the decision-making conditions. Likewise, working under varied-mapping conditions in the visual search component led to poorer decision making, particularly under high workload. The implications of these results to real-world dynamic tasks are discussed.

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“…Fisk and Hodge (1992) explored retention of skilled search using an interval of one year and Cooke, Durso, and Schvaneveldt (1994) demonstrated retention of visual search over a nine-year interval. In addition, some natural applications of retention and loss concepts have resulted in studies of the retention of other kinds of learned skills.…”

Section: Acquisition and Retention Of Team Coordination Skillmentioning

confidence: 99%

Near Infrared Spectroscopy for Improving Breast Core Needle Biopsy

Bydlon¹

2007

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this 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 Information , 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. (From -To) 03-15-2004 to 12-31-2007 5a. CONTRACT NUMBER 5b. GRANT NUMBER REPORT DATE 25-05-2007 REPORT TYPE Final Report DATES COVERED FA8650-04-2-6442 TITLE AND SUBTITLE ACQUISITION AND RETENTION OF TEAM COORDINATION IN COMMAND-AND-CONTROL5c. PROGRAM ELEMENT NUMBER 5d. PROJECT NUMBER 5e. TASK NUMBER AUTHOR(S)Nancy J. Cooke, Jamie Gorman, Harry Pedersen, Jennifer Winner, Jasmine Duran, Amanda Taylor, Polemnia G. Amazeen, Dee H. Andrews, and Leah Rowe 5f. WORK UNIT NUMBER 1123AM02 PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBERCognitive Engineering Research Institute (CERI) 5810 S. Sossaman Rd. Suite 106 Mesa, AZ 85212 SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S)Air DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release; distribution is unlimited SUPPLEMENTARY NOTES ABSTRACTThis project took place in the context of simulated Uninhabited Air Vehicle (UAV) command-and-control. In Experiment 1 we addressed the development of team coordination with experience and over lengthy intervals without practice in situations in which the team retains the same or different members over time. Team coordination is characterized by timely and adaptive information exchange among team members. A procedural model of team coordination was developed and used to generate a model-based metric of team coordination. This metric was then applied to track coordination development in two experiments. Results from the first experiment, showing a team performance decrement and a longer-term process benefit due to longer retention intervals or changes in team composition were used to guide the development of a dynamical systems model of the acquisition and retention of team coordination. The model was then used to generate additional predictions that were tested empirically in a second experiment. In the second experiment, coordination was trained using a rigid procedural model, cross training, or perturbations in the environment constraining coordination. Results indicated that perturbation training resulted in superior team per...

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Retention of Trained Performance in Consistent Mapping Search after Extended Delay

Cited by 23 publications

References 34 publications

Training Transfer: An Integrative Literature Review

Training Transfer: An Integrative Literature Review

Effects of Automatic Detection on Dynamic Decision Making

Near Infrared Spectroscopy for Improving Breast Core Needle Biopsy

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