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Learning Theories As They Relate To Training

• GOMS Model (Card, Moran, and Newell) at Learning Theories

  By na - The GOMS Model is a human information processing model that predicts what skilled users will do in seemingly unpredictable situations. Originators and proponents: Card, Moran and Newell in 1983; Bonnie John et al. ^new (Added: 27-Dec-2009 Hits: 196 )

• Social Learning Theory (Bandura)

  By na - Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. ^new (Added: 27-Dec-2009 Hits: 228 )

• Cognitive Theory of Multimedia Learning (Mayer) at Learning Theories

  By na - cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. ^new (Added: 27-Dec-2009 Hits: 201 )

• Attribution Theory (Weiner)

  By na - Weiner’s attribution theory is mainly about achievement. According to him, the most important factors affecting attributions are ability, effort, task difficulty, and luck. Attributions are classified along three causal dimensions: locus of control (two poles: internal vs. external) stability (do causes change over time or not?) controllability (causes one can control such as skills vs. causes one cannot control such as luck, others’ actions, etc.) ^new (Added: 27-Dec-2009 Hits: 221 )

• Elaboration Theory (Reigeluth) at Learning Theories

  By na - The paradigm shift from teacher-centric instruction to learner-centered instruction has caused “new needs for ways to sequence instruction” (Reigeluth, 1999). Charles Reigeluth of Indiana University posited Elaboration Theory, an instructional design model that aims to help select and sequence content in a way that will optimize attainment of learning goals. Proponents feel the use of motivators, analogies, summaries and syntheses leads to effective learning. While the theory does not address primarily affective content, it is intended for medium to complex kinds of cognitive and psychomotor learning. ^new (Added: 27-Dec-2009 Hits: 193 )

Lies Myths and Misconceptions About Learning and Instruction

• People Only Use 20% Of Their Brains: Malarkey

  By Commission on Behavioral and Social Sciences and Education - Another widely held misconception is that people use only 20 percent of their brains—with different percentage figures in different incarnations—and should be able to use more of it. This belief appears to have arisen from the early neuroscience finding that much of the cerebral cortex consists of “silent areas” that are not activated by sensory or motor activity. However, it is now known that these silent areas mediate higher cognitive functions that are not directly coupled to sensory or motor activity. ^new (Added: 27-Dec-2009 Hits: 165 )

Special Merit On Training and Learning : How People Learn - Book

• Introduction: From Speculation To Science (Introduction)n

  By Commission on Behavioral and Social Sciences and Education - Revolution in the study of the mind that has occurred in the last decades has important implications for education... a new theory of learning is coming into focus that leads to very different approaches to the design of curriculum, teaching, and assessment ... the growth of interdisciplinary inquiries and new kinds of scientific collaborations have begun to make the path from basic research to educational practice somewhat more visible, if not yet easy to travel. Thirty years ago, educators paid little attention to the work of cognitive scientists, ... Today, cognitive researchers are spending more time working with teachers, testing and refining their theories. ^new (Added: 27-Dec-2009 Hits: 119 )

• How Experts Differ From Novices (Chapter 2)

  By Commission on Behavioral and Social Sciences and Education - his chapter illustrates key scientific findings that have come from the study of people who have developed expertise in areas such as chess, physics, mathematics, electronics, and history. We discuss these examples not because all school children are expected to become experts in these or any other areas, but because the study of expertise shows what the results of successful learning look like. In later chapters we explore what is known about processes of learning that can eventually lead to the development of expertise. ^new (Added: 27-Dec-2009 Hits: 99 )

• Learning and Transfer (Chapter 3)

  By Commission on Behavioral and Social Sciences and Education - rocesses of learning and the transfer of learning are central to understanding how people develop important competencies. Learning is important because no one is born with the ability to function competently as an adult in society. It is especially important to understand the kinds of learning experiences that lead to transfer, defined as the ability to extend what has been learned in one context to new contexts (e.g., Byrnes, 1996:74). ^new (Added: 27-Dec-2009 Hits: 144 )

• How Children Learn (Chapter 4)

  By Commission on Behavioral and Social Sciences and Education - Children differ from adult learners in many ways, but there are also surprising commonalities across learners of all ages. In this chapter we provide some insights into children as learners. A study of young children fulfills two purposes: it illustrates the strengths and weaknesses of the learners who populate the nation’s schools, and it offers a window into the development of learning that cannot be seen if one considers only well-established learning patterns and expertise. ^new (Added: 27-Dec-2009 Hits: 66 )

• Mind and Brain (Chapter 5)

  By Commission on Behavioral and Social Sciences and Education - Inn considering which findings from brain research are relevant to human learning or, by extension, to education, one must be careful to avoid adopting faddish concepts.. Among these is the concept that the left and right hemispheres of the brain should be taught separately to maximize the effectiveness of learning. Another is the notion that the brain grows in holistic “spurts,” ...there is evidence that brain regions develop asynchronously, although any specific educational implications of this remain to be determined. Another widely held misconception is that people use only 20 percent of their brains—with different percentage figures in different incarnations ^new (Added: 27-Dec-2009 Hits: 63 )

• Design of Learning Environments (Chapter 6)

  By Commission on Behavioral and Social Sciences and Education - In this chapter we discuss implications of new knowledge about learning for the design of learning environments. Learning theory does not provide a simple recipe for designing effective learning environments; similarly, physics constrains but does not dictate how to build a bridge (e.g., Simon, 1969). Nevertheless, new developments in the science of learning raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how it is assessed. The focus in this chapter is on general characteristics of learning environments that need to be examined in light of new developments in the science of learning ^new (Added: 27-Dec-2009 Hits: 72 )

• Effective Teaching: Examples in History, Mathematics, and Science (Chapter 7)

  By Commission on Behavioral and Social Sciences and Education - The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines ^new (Added: 27-Dec-2009 Hits: 74 )

• Teacher Learning (Chapter 8)

  By Commission on Behavioral and Social Sciences and Education - The findings from research on learning suggest roles for teachers that differ from their roles in the past. If teachers are to prepare an ever more diverse group of students for much more challenging work—for framing problems; finding, integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively—they will need substantially more knowledge and radically different skills than most now have and most schools of education now develop. This chapter considers the kinds of learning opportunities available to teachers ^new (Added: 27-Dec-2009 Hits: 107 )

• Technology To Support Learning (Chapter 9)

  By Commission on Behavioral and Social Sciences and Education - Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and Morningstar, 1968). The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century ^new (Added: 27-Dec-2009 Hits: 57 )

• Conclusions (Chapter 10)

  By Commission on Behavioral and Social Sciences and Education - A scientific understanding of learning includes understanding about learning processes, learning environments, teaching, sociocultural processes, and the many other factors that contribute to learning. Research on all of these topics, both in the field and in laboratories, provides the fundamental knowledge base for understanding and implementing changes in education. ^new (Added: 27-Dec-2009 Hits: 82 )

• Next Steps For Education and Learning Research (Chapter 11)

  By Commission on Behavioral and Social Sciences and Education - In this final chapter the authors take a look at where further research on learning and education needs to go in the future. ^new (Added: 27-Dec-2009 Hits: 102 )

• Socially Induced Affect (Chapter 10)

  By Daniel Druckman and Robert A. Bjork - Socially induced affect refers to an emotional experience in one person that is induced by someone else's affect, that person's observable emotions or feelings. This definition implies two parties—a person directly showing affect (the model) and a person observing the model and experiencing emotion as a consequence of the affect of the model. For example, a soldier's distress due to the loss of a loved one induces feelings of distress in his or her team unit members.1 In this case, the soldier is the model and the team members are the observers. The transfer of feelings from model to observer is incidental in the sense that it is caused not by an intended action of a person, but only by the presence of the other.2Identified originally by researchers working on problems of social facilitation (e.g., Zajonc, 1965), this transmission of affect from one person to another does not depend on the relationship that may exist between them; it occurs between strangers as well as between friends ^new (Added: 27-Dec-2009 Hits: 152 )

Special Merit On Training and Learning : Learning Remembering Believing - Enhancing Human Performance

• Introduction and Background To The Book (Chapter 1)

  By Daniel Druckman and Robert A. Bjork - Chapter 1 describes the topics undertaken in this third phase of the committee's work and the relationships between these topics and earlier work done by the committee. It also presents the issues addressed in this book in light of broad questions in human learning and performance ^new (Added: 27-Dec-2009 Hits: 140 )

• Book Summary and Key Findings (Chapter 2)

  By Daniel Druckman and Robert A Bjork - This chapter presents the key findings and conclusions of our work, organized into four categories, as is the book: learning and remembering, learning and performing in teams, mental and emotional states, and new directions. Together, the various lines of research covered in this volume reveal both the complexity of the problems involved in enhancing human performance and some approaches that can improve performance of both individuals and teams. ^new (Added: 27-Dec-2009 Hits: 148 )

• Transfer: Training For Performance (Chapter 3)

  By Daniel Druckman and Robert A Bjork - Probably the most critical issue in any type of learning is how well the learning transfers from one situation to another, particularly to the actual performance of a task. Although there is a broad consensus that transfer is an important aspect of learning, training, and performance, it is not always clear what is meant by transfer or how to achieve it. In this chapter we focus particularly on situations in which there is some period of training prior to on-the-job execution of a task. We focus exclusively on individuals in the training context. ^new (Added: 27-Dec-2009 Hits: 160 )

• Illusions of Comprehension, Competence, and Remembering (Chapter 4)

  By Daniel Druckman and Robert A. Bjork - People's performances as individuals, and their contributions as members of groups, depend not only on their actual competence, but also on their assessment of that competence. The reading people take of their own state of knowledge or level of skill determines how they allocate their time and energy and the influence they have on others. Many things depend on people's subjective assessment of what they know and do not know: whether they volunteer for certain roles or tasks, whether they seek further practice or instruction, and whether they instill confidence in others, as well as the answers they give to questions from superiors and subordinates and the affect they induce in others by facial expressions and body language (see Chapter 10). Recent evidence suggests, however, that under certain conditions, people's assessments of what they know or remember can be seriously flawed, particularly when they use one index, such as familiarity, recognition, or fluency, to predict something else, such as unaided recall or production. ^new (Added: 27-Dec-2009 Hits: 103 )

• Cooperative Learning - Where Learning and Teams Meet (Chapter 5)

  By Daniel Druckman and Robert A. Bjork - This chapter explores some of the boundaries of that assumption by examining adult cooperative learning in light of the general literature. We begin with a description of the prototypical elements of cooperative learning and then use that description to guide our review of the theories and research and their limitations. We then consider in detail the research on cooperative learning in adult populations and its implications for future research and implementation. In general, this chapter focuses on studies that compare cooperative and individual learning on the basis of dependent measures of individual achievement ^new (Added: 27-Dec-2009 Hits: 114 )

• The Performance and Development of Teams (Chapter 6)

  By Daniel Druckman and Robert A. Bjork - The focus of this (and the next) chapter is on teams, which can be regarded as a type of small group. Although the terms "team" and "group" are often used interchangeably (even within the same study), it is useful to distinguish between these concepts to provide the boundaries for the review in this chapter. Our implicit working definition of teams is not so broad as to encompass all kinds of small groups, nor so narrow as to exclude important insights from the literature on groups. In distinguishing between groups and teams, Hare (1992) notes that "group" is the more general term and refers to a set of individuals who have some common characteristic—without actually interacting with one another. "Team" is more specific term: joint action is implied, with sports teams being a very visible example. Dyer (1987:24-25) defines a team as "a collection of people who must collaborate, to some degree, to achieve common goals.'' ^new (Added: 27-Dec-2009 Hits: 111 )

• Training in Teams (Chapter 7)

  By Daniel Druckman and Robert A. Bjork - Training is instruction aimed at procedural knowledge and proficiency, at knowing how to execute the procedures necessary to do a job. It can be distinguished from declarative knowledge, which is knowledge of facts or static information. Training programs have three general goals: successful training, transfer to the work situation (generalization), and long-term use on the job of what was learned (maintenance). Training can be structured for trainees to learn individually (either in competition with peers or on their own) or in teams. Training can focus on individuals who are selected from their job situations (or from a general population of potential job applicants), assigned to training teams and given training, and then returned to their job situations (where the trainees work alone or as part of a team, which may be nested in a network of teams). Or training can focus on cohort, intact teams that are given training as a team at a training site and then returned to the job site. ^new (Added: 27-Dec-2009 Hits: 154 )

• Self-Confidence and Performance (Chapter 8)

  By Daniel Druckman and Robert A. Bjork - Self-confidence is considered one of the most influential motivators and regulators of behavior in people's everyday lives (Bandura, 1986). A growing body of evidence suggests that one's perception of ability or self-confidence is the central mediating construct of achievement strivings (e.g., Bandura, 1977; Ericsson et al., 1993; Harter, 1978; Kuhl, 1992; Nicholls, 1984). Ericsson and his colleagues have taken the position that the major influence in the acquisition of expert performance is the confidence and motivation to persist in deliberate practice for a minimum of 10 years. Self-confidence is not a motivational perspective by itself. It is a judgment about capabilities for accomplishment of some goal, and, therefore, must be considered within a broader conceptualization of motivation that provides the goal context. ^new (Added: 27-Dec-2009 Hits: 155 )

• Altering States of Consciousness (Chapter 9)

  By Daniel Druckman and Robert A. Bjork - Consciousness can be characterized as a state of mental alertness and awareness. Conscious people experience concurrent, retrospective, or prospective awareness of events in their environment—an awareness that exists even in the absence of their ability to report it to others. Consciousness can also be characterized as the experience of voluntariness. People experience themselves as deliberately focusing attention on one object or idea rather than another and choosing among them to respond to environmental demands or to achieve personal goals—goals of which they are aware. ^new (Added: 27-Dec-2009 Hits: 102 )

• Though Suppression (Chapter 11)

  By Daniel Druckman and Robert A. Bjork - People often try to control their thoughts in the hope that they will therefore be able to control their emotions, behaviors, or performances. It is clear from everyday life that the control of mental activity meets with some success: people can sometimes concentrate or study at will; they can sometimes eliminate bothersome worries from mind; they can sometimes relax, sometimes get aroused, sometimes get in a better mood; they may even seem to reduce their thoughts of food during a diet or of cigarettes while trying to quit smoking. And people who are grieving over a loss sometimes conclude that their eventual recovery was the result of putting the loss out of mind. Within a certain range of everyday uses, then, people can exercise some mental control. But in terms of the overall topic of enhancing human performance, the key issues for this chapter are research and theory on why people suppress thoughts, how effective thought suppression may be, what later consequences may result from it, and what alternatives exist that may be more effective in the pursuit of freedom from unwanted thoughts. ^new (Added: 27-Dec-2009 Hits: 100 )

• EPILOGUE - Institutional Impediments to Effective Training

  By Daniel Druckman and Robert A. Bjork - The role of organizational values, attitudes, and structures in enhancing or impeding individual and team performance was not on the committee's agenda, nor were the committee members chosen for their expertise in that domain. Similarly, neither of the two previous books of the committee dealt with this topic. Yet, after almost a decade of work on issues of performance, we are struck by the key role of the organizational context in which performance occurs. This epilogue is a product of the individual and collective experiences of committee members, past and present, during more than two dozen site visits. What we have encountered repeatedly during such site visits is most curious: an openness to changes that might improve individual or team performance coupled with institutional and organizational reasons why those changes cannot be implemented. We have gotten this message—to a greater or lesser extent—from people in a wide range of military, commercial, governmental, and educational settings. ^new (Added: 27-Dec-2009 Hits: 167 )

Pages Updated On: 29-Oct-2010 - 09:53:14