Showing papers on "Task analysis published in 1970"

Effects of size and task type on group performance and member reactions

Abstract: The effects of group size (2 through 7 members) and certain task characteristics (production, discussion, and problem solving type tasks) on group performance and member reactions were assessed. Subjects were students at two universities who performed three 15-minute tasks. Results showed that size had negligible effects on performance characteristics and strong effects on member reactions. Dyads tended to be most satisfied, and dissatisfaction increased in approximately linear fashion for larger groups. Type of task strongly affected both performance characteristics and member reactions. Contrary to expectations, there were no substantial interactions between size and task type in predicting member reactions or group performance. Several implications of the results were discussed: (a) the uniqueness of dyads in comparison to other groups sizes; (b) the question of what is the "optimal" group size; (c) the means by which the strong effects of task type may take place; and (d) questions raised by the finding that some substantial differences were obtained for subjects run at the two different universities. Many of the most obvious-and most potent-determiners of group behavior are, ironically enough, also among the least investigated and least understood in the group psychology field. Several reviewers (e.g., Golembiewski, 1962; Collins and Guetzkow, 1964; McGrath and Altman, 1966) have documented the dearth of systematic knowledge about two such factors: group size and the nature of the group task. Clearly, both group size and task characteristics should make differences in the ways people interact in groups and in the kinds of reactions they have to the group experience. The scattered empirical work which has in

Behavior Analysis in Curriculum Design: A Hierarchically Sequenced Introductory Mathematics Curriculum

Abstract: A method of systematic task analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the inference that the child has an abstract concept of “number”. These are the “objectives” of the curriculum. Each behavior in the defining set is then subjected to an analysis that identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. The proposed sequences are hypothesized to be those that will best facilitate learning, by maximizing transfer from earlier to later objectives. Relevant literature on early learning and cognitive development is considered in conjunction with the analyses and the resulting sequences. The paper concludes with a discussion of the ways in which the curriculum can be implemented and studied in schools. Examples of data on individual children are presented, and the use of such data for improving the curriculum itself, as well as for examining the effects of other treatment variables, is considered.

Driver education task analysis. volume 1: task descriptions

Abstract: THIS IS THE FIRST OF A FOUR-VOLUME REPORT DEALING WITH THE DEVELOPMENT OF DRIVER EDUCATION OBJECTIVES THROUGH ANALYSIS OF THE DRIVER'S TASK. INCLUDED ARE A DETAILED DESCRIPTION OF THE VARIOUS TYPES OF BEHAVIOR REQUIRED OF PASSENGER CAR DRIVERS, A RATED EVALUATION OF THESE TYPES OF BEHAVIOR, AND ITEMS OF SUPPORTING INFORMATION RELATING TO DRIVER PERFORMANCE AND PERFORMANCE LIMITS, ENABLING DRIVER KNOWLEDGE, SKILL, AND BEHAVIOR TO BE EVALUATED. THE TASK DESCRIPTIONS HAVE BEEN ORGANIZED IN TERMS OF THE SITUATION, TYPES OF BEHAVIOR INVOLVED IN CONTROLLING THE MOVEMENT OF THE CAR WITHOUT REGARD TO SPECIFIC SITUATIONS, TYPES OF BEHAVIOR OCCURRING CONTINUOUSLY OR PERIODICALLY WHILE DRIVING, RATHER THAN IN RESPONSE TO A SPECIFIC SITUATION, AND TYPES OF BEHAVIOR BEFORE DRIVING, THE AIM OF WHICH IS TO MAINTAIN THE CAR IN SOUND OPERATING CONDITIONS, AND IN COMPLIANCE WITH THE LEGAL REGULATIONS. /RRL/

An Evaluation of the Use of Teachers' Aides in Eckville School.

Abstract: in ERIC ED 017-051 EPSB, U/A, U/C Van Schaick, S. "Composition-reading machine" Engl J 49: 237-41, Ap 1960. U/A, U/C Weisz, V.C. and H.J. Butler. "Training teachers' aides at Garland" Jun Col J 36:6-7, Ap 1966 U/A, U/C Weisz, Vera C. A Junior College's Approach to Training Auxiliary Personnel in Education. Washington, D.C.: Office of Economic Opportunity, 1968. 73 p. What is the Teacher Aide's Role? Chronicle Guidance Reprint Service, Moravia, N.Y. 13118 Reprint #R 147. The "Why" and "How" of the Teacher Aide Program. Central Michigan College, Mt Pleasant, 18 p. 1958 "Why not over here? Helping Hands" Times Educ Supp, Jan. 21, 1966 Wilcox, B.A. "What is the teacher aide's role?" Minn J Ed 47:9-10, My 1967 Williams, L. "A proposal for non-professional assistants for teachers" AviAK 49:25-7, Ja 1969 Williams, R.F. "Tomorrow will be different" Va J Ed 60:16-19, D 1966 U/C.

The Scope of Human Factors in Computer-Based Data Processing Systems

Abstract: Work in human factors encompasses research and application in human engineering, procedure development, training techniques, personnel requirements, test and evaluation, task description, and task allocation. Opportunities and needs exist in computer-based data processing systems for all these endeavors, especially with regard to on-line users. Within human engineering, only manual entry has so far received much research attention. Work is also needed on displays, integrated entry-display, workspace and other equipment aspects, on-line languages, and program production. Of greatest concern to human engineering is the computer output, designed by programmers, rather than the hardware. Human factors people will have to master a new field and provide guidance to a new discipline which has not yet understood human factors requirements.

Program Sequence by Ability Interaction in Learning a Hierarchical Task by Computer-Assisted Instruction.

Abstract: : The sequence of instruction in a fixed set of highly controlled learning materials was investigated. Computer-assisted instruction (CAI) was used to administer the instructional materials and to collect the data. The role of some cognitive ability variables was also investigated. A survey of the literature showed that there were several ways of analyzing the task to determine its structure. This analysis then should prescribe the sequence of instruction. In general, it was found that a disordering or scrambling of this analyzed sequence made little difference on the student's performance. The methods for analyzing the task did not always yield the same sequence, depending upon who performed the analysis. The rationale for an information processing task analysis was outlined to overcome the shortcomings of the other analytic methods. The new method appeared to have good reliability of sequence determination (i.e., different persons derived the same sequence using this method). Several studies have indicated that students can effectively sequence the learning task for themselves. In order to determine how their selected sequences affected their performance, it was necessary to quantify their different sequences. An index for quantifying the degree of conformity to the information processing sequence was developed. This index was called the hierarchical sequence conformity index.

Driver education task analysis. vol 2. task analysis methods. final report

Abstract: A METHOD USED TO ANALYZE AND EVALUATE THE CRITICALITY OF DRIVER BEHAVIORS IS DESCRIBED. TO ASSURE COMPREHENSIVE IDENTIFICATION OF DRIVING BEHAVIORS, AN ANALYSIS WAS MADE OF THE TOTAL HIGHWAY TRANSPORTATION SYSTEM INCLUDING THE DRIVER, VEHICLE, ROADWAY, TRAFFIC, AND NATURAL ENVIRONMENT. THE BEHAVIORS ARISING OUT OF THE SYSTEMS ANALYSIS WERE ORGANIZED INTO GROUPS OF RELATED BEHAVIORS OR "TASK." A GROUP OF 100 TRAFFIC SAFETY EXPERTS, SELECTED FROM AMONG DRIVER EDUCATORS, ENFORCEMENT OFFICERS, LICENSE OFFICIALS, AND FLEET SAFETY PERSONNEL, WERE ASKED TO EVALUATE THE CRITICALITY OF THE 1700 IDENTIFIED BEHAVIORS TO THE SAFETY AND EFFICIENCY OF THE HIGHWAY TRANSPORTATION SYSTEM. THE DRIVING BEHAVIORS, TOGETHER WITH THEIR ASSOCIATED CRITICALITY INDICES AND SUPPORTING INFORMATION WERE ENTERED INTO A SET OF DRIVING TASK DESCRIPTIONS. /HSL/

Task analysis methods

Abstract: THIS VOLUME IS THE FIRST OF A FOUR-VOLUME REPORT DEALING WITH THE DEVELOPMENT OF DRIVER EDUCATION OBJECTIVES THROUGH AN ANALYSIS OF THE DRIVER'S TASK. IT CONTAINS A DETAILED DESCRIPTION OF THE BEHAVIORS REQUIRED OF PASSENGER CAR DRIVERS, RATED CRITICALITIES OF THESE BEHAVIORS, AND ITEMS OF SUPPORTING INFORMATION RELATING TO DRIVER PERFORMANCE AND PERFORMANCE LIMITS, ENABLING DRIVER KNOWLEDGES AND SKILLS, AND BEHAVIOR CRITICALITY. THE TASK DESCRIPTIONS HAVE BEEN ORGANIZED IN TERMS OF THE SITUATIONS GIVING RISE TO THE BEHAVIORS; BEHAVIORS INVOLVED IN CONTROLLING MOVEMENT OF THE CAR WITHOUT REGARD TO SPECIFIC SITUATIONS; BEHAVIORS THAT MUST BE PERFORMED CONTINUOUSLY OR PERIODICALLY WHILE DRIVING, RATHER THAN IN RESPONSE TO A SPECIFIC SITUATION; AND THOSE OFF-ROAD BEHAVIORS THAT ARE PERFORMED BEFORE DRIVING, TO MAINTAIN THE CAR IN SOUND OPERATING CONDITION, AND IN COMPLIANCE WITH THE LEGAL REGULATIONS. /AUTHOR/

Driver education task analysis. vol i. task descriptions. final report

Abstract: THE DEVELOPMENT OF DRIVER EDUCATION OBJECTIVES THROUGH AN ANALYSIS OF THE DRIVER'S TASK IS PRESENTED. A DETAILED DESCRIPTION IS GIVEN OF THE BEHAVIORS REQUIRED OF PASSENGER CAR DRIVERS, RATED CRITICALITIES OF THESE BEHAVIORS, AND ITEMS OF SUPPORTING INFORMATION RELATING TO DRIVER PERFORMANCE AND PERFORMANCE LIMITS, ENABLING DRIVER KNOWLEDGES AND SKILLS, AND BEHAVIOR CRITICALITY. THE TASK DESCRIPTIONS ARE ORGANIZED IN TERMS OF THE SITUATIONS GIVING RISE TO THE BEHAVIORS; BEHAVIORS INVOLVED IN CONTROLLING MOVEMENT OF THE CAR WITHOUT REGARD TO SPECIFIC SITUATIONS; BEHAVIORS THAT MUST BE PERFORMED CONTINUOUSLY OR PERIODICALLY WHILE DRIVING, RATHER THAN IN RESPONSE TO A SPECIFIC SITUATION; AND THOSE OFF-ROAD BEHAVIORS THAT ARE PERFORMED BEFORED DRIVING, TO MAINTAIN THE CAR IN SOUND OPERATING CONDITIONS, AND IN COMPLIANCE WITH THE LEGAL REGULATIONS. /HSL/