Development of Professional Expertise Toward Measurement of Expert Performance and Design of Optimal Learning Environments
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- 10 Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning
- 11 Evaluating Pilot Performance
- 12 Contrasting Submarine Specialty Training: Sonar and Fire Control
- 13 Training Complex Cognitive Skills: A Theme-Based Approach to the Development of Battlefield Skills
- 14 Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- Name Index
- Subject Index
- References
14 - Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13
Published online by Cambridge University Press: 04 August 2010
Edited by
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- 10 Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning
- 11 Evaluating Pilot Performance
- 12 Contrasting Submarine Specialty Training: Sonar and Fire Control
- 13 Training Complex Cognitive Skills: A Theme-Based Approach to the Development of Battlefield Skills
- 14 Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- Name Index
- Subject Index
- References
Summary
There can be arguments as to what training revolution we are in the midst of currently (Chatham, Chapters 2 and 10; Hunt, Chapter 5), but what does not seem debatable is that our society now confronts social, technological, and cultural conditions that require a revolution in training. Personnel in industry, health, military, and the public sector have more to learn in less time. Increasingly sophisticated and rapidly changing electronic and other technologies impose additional training demands at the same time that they offer the potential to make training more effective and more portable. The chapters in this section focus on these problems from the perspective of the military, which has always tried to be at the cutting edge of research and knowledge of learning and mastery. The United States Army, for example, requested that the National Academy of Sciences commission a National Research Council Committee study on the techniques for the enhancement of human performance (Druckman & Bjork, 1991, 1994; Druckman & Swets, 1988).
From the perspective of the military, changes in technology, types of wars, and the social/cultural contexts of warfare require that training must continue after military personnel are deployed, including in combat zones. Such changes also require that an elite performer possess a high level of interpersonal and cultural skills and sensitivities, as well as a high level of traditional warfighter skills. To optimize training, given these changes and challenges, requires new perspectives and new technologies, as well as capitalizing on progress in the science of learning.
- Type
- Chapter
- Information
- Development of Professional ExpertiseToward Measurement of Expert Performance and Design of Optimal Learning Environments, pp. 312 - 330Publisher: Cambridge University PressPrint publication year: 2009
References
, & (1954). Effect of shift in distribution of practice conditions following interpolated rest. Journal of Experimental Psychology, 47, 32–36.CrossRef
(1994a). Memory and metamemory considerations in the training of human beings. In & (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.Google Scholar
(1994b). Institutional impediments to effective training. In & (Eds.), Learning, remembering, believing: Enhancing human performance (pp. 295–306) Washington, DC: National Academy Press.Google Scholar
(1999). Assessing our own competence: Heuristics and illusions. In & (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). Cambridge, MA: MIT Press.Google Scholar
(2003). Interference and forgetting. In (Ed.), Encyclopedia of learning and memory (2nd ed., pp. 268–273). New York: Macmillan Reference USA.Google Scholar
, & (1970). The spacing effect: Consolidation or differential encoding? Journal of Verbal Learning and Verbal Behavior, 9, 567–572.CrossRef
, & (1992). A new theory of disuse and an old theory of stimulus fluctuation. In , , & (Eds.), From learning processes to cognitive processes: Essays in honor of William K. Estes (Vol. 2, pp. 35–67). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
, & (1991). Optimizing long-term retention and transfer. In & (Eds.), In the mind's eye: Enhancing human performance (pp. 23–56). Washington, DC: National Academy Press.Google Scholar
, & (1982). When forgetting helps memory: Analysis of repetition effects. Verbal Learning and Verbal Behavior, 21, 451–467.CrossRef
(1987). Transfer from cooperative to individual studying. Journal of Reading, 30 (7), 614–619.
(1996). Distributing and managing the conditions of encoding and practice. In & (Eds.), Memory: Vol. 10. Handbook of Perception and Cognition (pp. 317–344). New York: Academic Press.CrossRefGoogle Scholar
, & (Eds.). (1991). In the mind's eye: Enhancing human performance. Washington, DC: National Academy Press.
, & (Eds.).(1994). Learning, remembering, believing: Enhancing human performance. Washington, DC: National Academy Press.
, & (Eds.). (1988). Enhancing human performance: Issues, theories, and techniques. Washington, DC: National Academy Press.Google Scholar
, , & (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.CrossRef
(1955). Statistical theory of distributional phenomena in learning. Psychological Review, 62, 369–377.CrossRef
(1992). Distributed practice effects. In (Ed.), Encyclopedia of learning and memory. (pp. 138–142) New York: Macmillan.Google Scholar
, , & (1994). Illusions of comprehensions and competence. In & (Eds.), Learning, remembering, believing: Enhancing human performance (pp. 57–80). Washington, DC: National Academy Press.Google Scholar
, & (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19, 585–592.CrossRef
(1929). The effect of overlearning on retention. Journal of Experimental Psychology, 12, 71–78.CrossRef
, , , & (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14 (1), 1–43.CrossRef
, & (1994). Transfer: Training for performance. In & (Eds.), Learning, remembering, believing: Enhancing human performance (pp. 25–56). Washington, DC: National Academy Press.Google Scholar
, & (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207–217.CrossRef
, , , & (1989). Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 352–359.
, & (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179–187.
, & (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907–912.
(1988). Environmental context-dependent memory. In & (Eds.), Memory in context: Context in memory (pp. 13–33). New York: Wiley.Google Scholar
, & (1930). Introduction and removal of reward and maze performance of rats. University of California Publications in Psychology, 4, 257–275.
, & (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin & Review, 9 (2), 185–211.CrossRef
- 9
- Cited by