Showing papers on "Task analysis published in 1972"

On the relation between abilities, learning, and human performance.

Abstract: Describes the author's research efforts to link basic and applied psychology concepts in each of the following areas: aptitude measurement, learning and training, and human task performance. Several studies are described in detail to illustrate a number of broad issues, particularly the possibility

Human Performance in Contingent Information-Processing Tasks.

Abstract: Theoretical accounts of complex human information-processing behavior have emphasized the utilization of contingencies whereby the processing of some information directs the processing requirements of the remaining sources of uncertainty. The present investigation sought to determine how such flexible processing might be accomplished in a speeded recognition task where the relevancy of a given stimulus dimension was contingent upon the value of the stimulus on some other dimension. These contingent tasks, in which only two of the three dimensions were relevant on any one trial, were performed faster and more accurately than tasks where all three dimensions were relevant on each trial. Moreover, the speed at which a given contingent task could be performed was related to the discriminability of the dimensions that were relevant on that trial. These results provide strong support for a self-terminating, feature-testing, contingent mode of processing. The error data and repetition effects also supported the hypothesis that 5s were employing the contingent relations to achieve a classification of the stimulus. The lack of interactions between discriminability of the relevant dimensions in the contingent tasks and variations in S-R compatibility were consistent with the hypothesis that the contingencies were utilized at some stage prior to response selection.

Leadership Behavior as a Function of Subordinate Competence and Task Complexity.

Abstract: A modified role projection technique is used to determine the effects of subordinate competence (low and high) and task complexity (simple and complex) on perceptions of leadership behavior. This behavior is viewed in terms of consideration (C) and initiating structure (IS). With leadership thought of as a dyadic influence process, it is hypothesized that subordinates hold expectations of the proper level of structuring their supervisor should provide. If the supervisor violates this level, his C and IS behaviors will be considered to be negatively related. Two variables-subordinate competence and task complexity-are hypothesized to directly affect the subordinate's expectation of the proper level of structuring. The results provide some support for the proposed model, but mixed support for the specific hypotheses.'

Organizational Styles of Homemakers: A Factor Analytic Approach

Abstract: What do we mean when we speak of the organization of household activities? How do home managers vary in their styles of organization? How can these styles be identified ? The answers to these questions are suggested by research in which a valid and reliable instrument was developed to identify the organizational styles of home managers. Through the use of factor analysis as the statistical procedure, four organizational components, or factors, were identified as sources of variations among home managers and were tentatively named Task Standardization, Task Assignment, Task Regularization, and Task Arrangement. This paper includes a description of the conceptualization and development of the Organizational Activities Index, a discussion of factor analysis as a research tool and means of identifying components of home task organization, and suggestions for further research and use of the Organizational Activities Index.

Task Analysis and Effective Teaching

Abstract: With increasing frequency, educator-practitioners are realizing that the keystone to effective teaching is the teacher's ability to select relevant, well-defined, discrete aims and to translate each aim into its sequential components. Some examples of task analysis are presented and criteria for designing other sequences are outlined.

Task structure and transfer in children's learning of double classification skills

Abstract: CARUSO, JOHN L., and RESNICK, LAUREN B. Task Structure and Transfer in Children's Learning of Double Classification Skills. CHILD DEVELOPMENT, 1972, 43, 1297-1308. This experiment tested a task analysis and hypothesized hierarchy of double classification tasks. 26 kindergarten children were trained on 3 different matrix tasks in either the optimal (simplest to most complex) or reverse sequence. More optimal sequence Ss learned the tasks, and they learned in fewer trials than did reverse sequence Ss. These results, together with the pass-fail patterns among the tasks, confirm the hypothesized relationship. They also suggest the power of hierarchically sequenced training in the acquisition of specific cognitive skills. Positive transfer to an untrained matrix task with similar task structure lends further support to the task analysis on which the hierarchical predictions were based.

The Effects of a Perceptual-Motor Training Program Upon the Academic Readiness of Culturally Disadvantaged Kindergarten Children*

Abstract: An analysis of the entering behaviors which are necessary for adequate performance in an educational setting provides useful information concerning the design of educational programs for the culturally disadvantaged child. Thus a task analysis, as described by R. M. Cagne,' of learning situations can reveal the necessary sub-tasks which the disadvantaged child must master in order to reach an achievement level similar to the middle-class child's performance. A task analysis of developmental criteria which underly intellectual skills seems to indicate that perceptualmotor behaviors provide a developmental propaedeutic for these skills. Hence, the theories of Piaget2, Kephart3, and Chaney and Kephart4 stress the importance of perceptual-

Developmental Learning in Urban Areas: An Overview of Learning Disorders for Detroit Teachers.

Abstract: Prescriptive teaching was reported to be the subject of an institute (August 1972) which showed teachers how to use a conceptual model of the learning system, how to help children develop self concept so as to overcome maladaptive behavior, and how to write educational procedures for individualized instruction. The conceptual model was described in terms of a road map for building skills in movement, vision, audition, language, communication and mathematics.. The model also was used to show how a child collects information about his environment through eight modes (the five senses, feeling, saying, and moving), and processes the information through perceptual, conceptual, and cognitive integration for performance of specific activities. Suggested for teachers were six basic prescriptive tools, such as observing the child in a learning situation, or analyzing tasks to determine behavioral objectives. Discussed were the child's external environment (a fight at home when the child got up was given as an example of cause for later disruptive behavior), the child's internal environment (such as hearing and seeing), learning centers, and task analysiE; (questions were posed in relation to each task)..A case study of Tom, who was 13-years-old, appeared older, functioned at fourth grade level in mathematics, and frequently displayed anger, was discussed to show how the teacher could determine a child's needs (through vision tests or specific tasks), and help the child develop good self concept. Included is a "progress pathway" which contains approximately six to 35 prescriptive tasks for each of the areas of learning readiness; basic skills for learning; recall, language, thinking, and reading skills; mathematics; attitudes; and behavior. (MC) FILMED FROM BEST AVAILABLE COPY U S OEPAUTP:E ,N1 OF HEAL Try Epu(Z.TION K Ort.,FAI.IF Or E DU C47.0,4 tuelopmental ?rimming in Prhan rezto SPECIAL EDUCATION DEPARTMENT BAY ARENAC INTERMEDIATE SCHOOL DISTRICT 4228 Two Mile Road Bay City, Michigan Title Page TABLE OF CONTENTS

Competencies of the Secondary School Principal: A Need Assessment Study.

Abstract: EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Administrative Personnel; *Administrator Education; *Administrator Evaluation; Administrator Selection; Certification; Educational Accountability; Evaluation Criteria; Inservice Education; Preservice Educaticn; *Principals; Public Schools; Questionnaires; *Skill Analysis; *Standards; Statistical Studies; Task Analysis; Task Performance IDENTIFIERS Assessment; *Competency

A Multivariate Analysis of Task Dimensions Related to Science Concept Learning Difficulties in Primary School Children.

Abstract: The purpose of this study was to determine if achievement on a series of problems was affected by differences among task values within a dimension. Values within inference pattern, goal object, and percept dimensions were studied. One hundred and sixty primary school children participated in the study. An analysis of the results of their achievement on the tasks indicate that task solution is affected by the dimension values used in this study. The results of the study suggest that a multidimensional scale of task dimension values should be constructed in order to assist the curriculum specialist in the construction and sequencing of concept tasks for specific grade levels.

Expectancy theory in managerial motivation.

Abstract: The purpose of the paper upon which this summary is based was threefold: First, to develop a general model integrating various formulations of expectancy theory as applied to work and motivation. S...

Multiple task performance as a predictor of the potential of air traffic controller trainees.

Abstract: : Two hundred and twenty-nine air traffic controller trainees were tested on the CAMI Multiple Task Performance Battery. The battery provides objective measures of monitoring, arithmetical skills, visual discrimination, and group problem solving. The criterion of trainee potential was based on ratings from FAA Academy instructors in courses being attended by the trainees. Five studies were conducted. For each study, the quality coefficient is based on one hour of testing with about 50 minutes of preceding instruction and practice. It is concluded that the MTPB-approach to selection offers promise as a screening device for air traffic control specialist applicants, but further research is required to establish this as a fact and to determine its utility in terms of cost-effectiveness. (Author)