Showing papers on "Task analysis published in 1969"

The Effect on Time Estimation of Increasing the Complexity of a Cognitive Task.

Abstract: (1969). The Effect on Time Estimation of Increasing the Complexity of a Cognitive Task. The Journal of General Psychology: Vol. 81, No. 2, pp. 231-235.

Task structure, work structure, and team performance.

Abstract: Factorially examined 3 different work structures with 2 levels of task structure and 2 levels of task organization using 2-man teams in a multiple cue inference task in an initial test of the Dickinson-Naylor taxonomy of team performance. All teams performed for 200 trials. Task structure significantly influenced team achievement, consistency, and matching, while task organization influenced only team achievement and matching behavior. Work structure failed to show any effect upon performance except in terms of the degree to which team responses could be predicted from individual member responses. (22 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

The Influence of Concept Training on Letter Discrimination.

Abstract: 72 kindergarten children, randomly assigned to 1 of 3 warm-up groups(1) orientation relevant, (2) orientation irrelevant, and (3) control-were required to discriminate among the letters b, d, p, and q on a task similar to Davidson's (1935) Letter Perception Test. While Ss in group 2 made significantly more confusion errors than those in group 3, Ss in group 1 made significantly fewer errors than those in group 3. The results are interpreted in terms of the adequacy of analysis of the discrimination task, that so the appropriateness of the S's concept of same and different, rather than perceptual ability and/or attentional factors.

The Nature of Industrial Inspection1

Abstract: A framework is provided for understanding and improving the accuracy of industrial inspection operations. The basic elements in inspection tasks—interpretation, comparison, decision making, and act...

Vicarious Reward and Task Complexity as Determinants of Imitative Learning.

Abstract: The effects of task complexity and vicarious reward upon children's ability to learn a substantive educational task through modeling were investigated. After observing a model's performance, all Ss were offered direct reward for matching responses. Accuracy of imitative learning was inversely related to task complexity and facilitated by the presence of vicarious reward. However, as predicted, vicarious reward had a significant effect only for Ss in the high-complexity condition, tended to enhance the performance of Ss in the moderate-complexity condition, and had negligible effects for Ss exposed to the low-complexity task. These results are consistent with the hypothesis that vicarious and direct reward may operate additively, with the former serving primarily to enhance Ss' attention to the relevant modeling cues.

A model for task interference

Abstract: Task interference model for interference among two or more continuous manual control tasks, suggesting metric for pilot mental work load

Factor Analysis of Worker Trait Requirements.

Abstract: The purpose of the factor analysis was to reorganize and simplify the sometimes bewildering array of occupational requirements and occupational characteristics that employment counselors and their clients must cope with in their planning. A knowledge of the factor structure of worker trait requirements may enhance the counselor's comprehension of the world of work.

A taxonomy of response processes

Abstract: : A system for classifying perceptual-motor tasks was devised for the purpose of distinguishing the kinds of training strategy appropriate for each task. A rationale is presented and various task elements are delineated in terms of cue functions, image or mediational functions, and movement tendency. The defined task elements were used in constructing two classifications: one of training strategies, and one of tasks. The classification of training strategies deals with the operational conditions of practice and the diagnosis of the underlying behavioral process. Task sub-classes have been distinguished. Also, the kinds of training strategies have been related to the classes of tasks, as a preliminary investigation of how well the task classification accomplished its purpose.

Differentiated Teaching Personnel: A Model for the Secondary School.

Abstract: ABSTPACT The purpose of the study reported in this five-chapter document was to develop a model of differentiated teaching personnel based on student learning needs and to test the rationale for developing that model. The resultant semantic model (presented and illustrated in chapter 4 of the report) is designed to provide for effective interaction between teaching style and student learning while at the same time providing the kind of growth and advancement opportunities which will enable and encourage teaching personnel to remain in the profession. The model differentiates secondary school staffing responsibilities according to the following: (1) general phases of a total school program (instruction, curriculum, facilities, testing, teacher evaluation, and responsibilities for students); (2) types or modes of learning-management activities under each phase (for example, large-group, small-group, or individually directed learning under the instructional phase); and (3) levels of responsibility in each activity (major, subordinate, or planning). Four submodels (developed to define teaching responsibilities of each of four kinds of teachers--assistant, associate, senior, and master teacher) are presented to illustrate the applications of the model to problems of staff utilization. Procedures by which the model rationale was validated are described in chapter 5. (Author/ES)

Teacher-Pupil Analysis of the Learning Process: Learning How by Knowing Why.

Abstract: An Alternative Approach • Special education stresses the availabUity of a variety of methodologies and materials for children who do not achit ve in a regular educational setting. This emphasis is accompanied by the assumption that special class teachers will individualize instruction for these children by matching instructional procedures and materials to each child's learning characteristics. Special class teachers who attempt to meet this standard, however, are usually confronted with an instructional dilemma. The amount of time required by the task is rarely available to them, even if they have a thorough knowledge of all the factors. The unrealistic demand which this approach makes on teachers is further compounded by a widespread misunderstanding that individualized instruction occurs only when a child is seated at an individual place with an infinitely replenishable supply of instructional materials and receives a great deal of individual instruction from the teacher. Most current views regarding the best way to design and conduct individualized instruction tend to' identify the teacher as the basic resource. It is the teacher who must analyze the learning process and engineer and execute a plan for learning. In short, current views appear to suggest that a special class teacher is expected to assume the role of classroom Guru. Instructional technology may one day provide a definitive matching of method, material, and chilcJ. At present, however, most special class teachers, confronted with the limitations of time and resources, either do not attempt to individualize instruction or do so on a hit or miss basis. The few teachers who do provide effective individualized instruction often do so at a personal cost which goes beyond what might be considered reasonable. o An alternative to traditional individualized instruction actively and systematically involves children in the analysis and formulation of the diagnostictreatment process so that the teacher-Guru becomes the teacher-Guide. The Guide model was initiated at Peabody College as a part of Project Re-Ed in Nashville, Tennessee, as an attempt to modify the academic program for a special class of preteen boys categorized as behavior disordered. The Guide model is currently being extended in ·several programs for academically retarded and for educable mentally retarded children. The rationale for the Guide model may be as simple as, \"letting children in on the teacher's secrets\" or as sophisticated as an extension of what has been discussed as \"Conveying Information About Expected Performance,\" (Gagne, 1965, p. 221). An analysis of the procedures currently being utilized in the Guide model