ABSTRACT

Training is both a teaching and a learning experience, and just about everyone has had that experience. Training involves acquiring knowledge and skills. This newly acquired training information is meant to be applicable to specific activities, tasks, and jobs. In modern times, where jobs are increasingly more complex, training workers to perform successfully is of more importance than ever. The range of contexts in which training is required includes industrial, corporate, military, artistic, and sporting, at all levels from assembly line to executive function. The required training can take place in a variety of ways and settings, including the classroom, the laboratory, the studio, the playing field, and the work environment itself.

The general goal of this book is to describe the current state of research on training using cognitive psychology to build a complete empirical and theoretical picture of the training process. The book focuses on training cognition, as opposed to physical or fitness training. It attempts to show how to optimize training efficiency, durability, and generalizability. The book includes a review of relevant cognitive psychological literature, a summary of recent laboratory experiments, a presentation of original theoretical ideas, and a discussion of possible applications to real-world training settings.

chapter 1|12 pages

Introduction: Training and its Cognitive Underpinnings

ByLYLE E. BOURNE, JR. AND ALICE F. HEALY

chapter 2|27 pages

Empirically Valid Principles of Training

ByALICE F. HEALY, VIVIAN I. SCHNEIDER, LYLE E. BOURNE, JR

chapter 3|27 pages

Basic Research on Training Principles

ByALICE F. HEALY, LYLE E. BOURNE, JR

chapter 4|22 pages

Attention and Cognitive Resource Load in Training Strategies

ByCHRIS WICKENS, SHAUN HUTCHINS, TOM CAROLAN, JOHN CUMMING

chapter 5|23 pages

Acquisition and Transfer of Basic Skill Components

ByROBERT W. PROCTOR, MOTONORI YAMAGUCHI, JAMES D. MILES

chapter 6|22 pages

How Cognitive Ability and Automation Infl uence Training Performance and Transfer

ByERIC D. HEGGESTAD, BENJAMIN A. CLEGG, ADRIAN GOH, ROBERT

chapter 7|22 pages

Conducting Technology-Based Applied Training Research

BySTEPHEN L. GOLDBERG, PAULA J. DURLACH

chapter 8|25 pages

A New Taxonomy for Training

ByWILLIAM D. RAYMOND, ALICE F. HEALY, LYLE E. BOURNE, JR

chapter 10|24 pages

Modeling Cognitive Tasks in IMPRINT

ByCAROLYN J. BUCK-GENGLER, WILLIAM D. RAYMOND, ALICE F. HEALY,

chapter 11|22 pages

Evaluation and Comparison of Models of Human Performance During Training

ByBENGT FORNBERG, WILLIAM D.RAYMOND, CAROLYN J. BUCK-GENGLER,

chapter 12|20 pages

A Compact Mathematical Model for Predicting the Effectiveness of Training

ByMATT JONES, LYLE E. BOURNE, JR., AND ALICE F. HEALY

chapter 14|20 pages

Training for Real-World Job Performance

ByIMMANUEL BARSHI, LOUKIA LOUKOPOULOS

chapter 15|19 pages

Cognitive Retraining Following Acquired Brain Injury

ByKEITH R. LOHSE, LYLE E. BOURNE, JR

chapter 16|11 pages

Conclusions

ByLYLE E. BOURNE, JR. AND ALICE F. HEALY