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Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance. Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line. Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified.
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. (Added: 27-Dec-2009 Hits: 371 )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. (Added: 27-Dec-2009 Hits: 354 )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. (Added: 27-Dec-2009 Hits: 335 )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. (Added: 27-Dec-2009 Hits: 388 )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 (Added: 27-Dec-2009 Hits: 314 )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. (Added: 27-Dec-2009 Hits: 388 )| Library Home Page |
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