An approach to training based upon principled task decomposition☆
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Development of a training strategy based upon principled decomposition
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Imposed load versus voluntary investment: Executive control and attention management in dual-task performance
2022, Acta PsychologicaCitation Excerpt :When established they are potent and harder to change. In the skill training literature, when contrasting part tasks with whole task training, there has been ample evidence that the whole is more than a simple sum of its parts (e.g. Frederiksen & White, 1989; Gopher et al., 1989). In our study, five sessions of separate training in Experiment 3 can be viewed as part task training of the breakfast whole task.
Describing communication during a forensic investigation using the Pebbles on a Scale metaphor
2022, Forensic Science International: SynergyLost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving
2021, Computers in Human BehaviorCitation Excerpt :Two potentially useful approaches that have been successful in the past have used similar mechanisms. The first approach employs a hierarchical model, which differentiates the existing goals and orders them according to their importance for a given task, and then continues to provide suitable strategies to reach each goal, and lower-order competencies eliciting these strategies (Frederiksen & White, 1989). This approach leads to separate task components being trained before students are confronted with the entire task.
Reconstructing fine-grained cognition from brain activity
2020, NeuroImageCitation Excerpt :The video game we studied was a variant of Space Fortress. This game has a long history in the study of skill acquisition and training methods, first being used in the late 1980’s by a wide consortium of researchers (e.g. Donchin, 1989; Frederiksen and White, 1989; Gopher et al., 1989). Part (a) of Fig. 1 illustrates the critical elements of the game.
Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom
2018, Learning and Instruction
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This work has been supported by DARPA Contract No. MDA 903-84-K-0065 to the University of Illinois, Principal investigator, Emanuel Donchin. The research has benefited from the perspectives and innumerable contributions of Richard Pew.
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In addition, we gratefully acknowledge the work of Barbara Freeman, who contributed to all phases of the work, particularly to the design and programming of the training tasks. We also want to thank Jane Imai for her help in running subjects. This research would not have been possible without the assistance of members of the Cognitive Psychophysiology Laboratory, University of Illinois, particularly Emanuel Donchin, Amir Mané, Earle Heffley, Brian Foote, Mike Anderson, and Bill Sherman.