Working Memory and Exploration in Training the Knowledge and Skills Required by Digital Systems

Dyer, Jean L.; Salter, Robin S.

doi:10.21236/ada399507

Cited by 3 publications

(3 citation statements)

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“…Online learning also allows students to go at their own pace (Means, Toyama, Murphy, Bakia, & Jones, 2010). The self-pacing approach is particularly relevant to the military as research has shown that the time to execute computerbased training exercises can vary greatly, with the fastest Soldier being two to four times quicker than the slowest (Dyer & Salter, 2001;Dyer, Westergren, Shorter, & Brown, 1997).…”

Section: Types Of Tailored Trainingmentioning

confidence: 99%

Tailored Training in Army Courses

Dyer¹,

Wampler²,

Blankenbeckler³

2011

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The research aimed to identify different ways Army course instructors adapt or tailor their training to meet student needs. Interviews with 81 instructors from 51 courses across four installations were conducted. No single template existed regarding how instructors tailored, and some typical modes of tailoring were not described. Instructors provided details of how their courses were conducted as well as impediments to tailoring training. Characteristics of the courses and the instructors that increased the likelihood of tailoring training were defined. Courses that have well-defined and enforced graduation requirements aimed at producing students with a high level of proficiency were the ones most likely to tailor training to student needs. Results imply that tailoring in Army courses, as a whole, is probably limited. The major factors related to tailored training, to include instructor expertise with relevant pedagogical skills and assessment techniques, are integrated in an overall model. Considerations regarding how to initiate tailoring in courses, and questions regarding tailored training in the Army that emerged from the research are presented. 15. SUBJECT TERMS training, tailored training, Army training, Army courses, institutional training, adaptive training, learner-centric, ALC 2015

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Section: Types Of Tailored Trainingmentioning

confidence: 99%

Tailored Training in Army Courses

Dyer¹,

Wampler²,

Blankenbeckler³

2011

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“…This is supportive of earlier research by Engle (2002) suggesting that executive attention and working memory capacity are actually the same ability. Improving visual search performance of Soldiers, specifically for TD, requires an understanding of whether or not Soldiers must simply react to stimuli or whether they must rely mainly on memory (Dyer & Salter, 2001). In sum, research on TD should consider the processes specific to attention as well as the influence of memory on visual search.…”

Section: Literature Backgroundmentioning

confidence: 99%

Asymmetric Attention: Visualizing the Uncertain Threat

Vowels¹

2010

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This report attempts to fuse Army needs, specific to threat detection, with available evidence from academia and military sources. The report provides viable routes for short-term enhancement of threat detection training and long-term goals of a research program dedicated to improving the Army's understanding of threat detection. This review found two major avenues of research, visual attention and visual memory that would benefit research and understanding of attention and threat detection for current and future operational environments. Based on the review, at least three sequential skills are discussed as necessary for understanding and improving threat detection: attentiveness, recognition, and action. These skills orient and guide the Soldier in operational settings from the basic perceptual process at the attentiveness stage up through higher-order reasoning at the action stage. Training formats are explored including still images and high-fidelity simulations, all of which could be scaffolded upon a deliberate practice framework.

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“…As little empirical research has directly compared different instructional approaches for training cognitive skills (for notable exceptions see Dyer et al, 2001Dyer et al, , 2005Klahr & Nigam, 2004;Strand-Cary & Klahr, 2008), there is a need to better understand the suitability of different approaches for training cognitive skills and the effectiveness of different approaches in terms of student outcomes. Thus, the purpose of the present research was to inform training developers of the instructional approaches that are most effective in achieving cognitive skill proficiency for problem-based, decision-making/analyzing tasks.…”

Section: Introductionmentioning

confidence: 99%

Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches

Tucker¹,

Semmens²,

Sidman³

et al. 2011

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The purpose of the present research was to inform training developers of the instructional approaches that are most effective in achieving cognitive skill proficiency for problem-based, decision-making/analyzing tasks. Prototype training modules were developed and used in experiments to determine the effects of three different instructional approaches [inquiry-based learning (IBL), direct instruction (DI), and the Invention Framework (IF)] on student outcomes. However, due to the small sample sizes across the three experiments, the results of this research should be considered a pilot effort. Therefore, the contribution of the research is best reflected in the reporting of the instructional design and methodology of each approach as well as an indication of the advantages and disadvantages of using these approaches for US Army training. Further research is needed to determine the validity of the approaches for training a range of tasks under various training and transfer conditions. Future research should draw from the training presented here and develop additional exemplars of each approach that can be further demonstrated and evaluated. The software for the IF approach and full slide packets for the DI and IBL approaches are freely available by contacting the first author of this report at the above address. 15. SUBJECT TERMS problem-centered learning, inquiry based learning, invention framework, direct instruction, training, tactical-level planning, cognitive skill, junior officers SECURITY CLASSIFICATION OF 19. LIMITATION OF 20. NUMBER

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Working Memory and Exploration in Training the Knowledge and Skills Required by Digital Systems

Cited by 3 publications

References 0 publications

Tailored Training in Army Courses

Tailored Training in Army Courses

Asymmetric Attention: Visualizing the Uncertain Threat

Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches

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