Showing papers on "Task analysis published in 1974"

Instructional Development for Training Teachers of Exceptional Children: A Sourcebook.

Abstract: Presented in the sourcebook for the teacher rduCgtor is the Four -D model (define, design, develop, and disseminate) to be used for developing instructional materials for training teachers of exceptional children. Listed at the begOning of chapters are instructional objectives; included when-appropriate are guidelines, checklists, and flow charts. Given for use of the book are instructions such as reading chapter 1 for an overview, choosing a topic, and checking chapter objectives for essenttalnese to task accomplishment. Noted in the introdUction are the transition in special education that requires teachers to demonstrate competency, the efficacy and validity of special training programs, and the role of the Four-D model. The stage categorized as "define" is described to be analytical and to involve five steps: front-end analysis (problems facing the teacher trainer), learner analysis, task analysis, concept analysis, and the specifying of instructional objectives. The next stage is seen to involve the design of prototype instructional material and to comprise four steps: construction of criterion referenced tests, media selection, format selection, and initial design for presentation of instruction through media such as tests, textbooks, audiotutorial models, and computer assisted instruction. The developmental stage is said to comprise modification of the prototype material through expert appraisal and developmental testing. Described for the final stage (disseminate) are summative evaluation, final packaging activities such as securing copyright releases, and diffusion. (MC) U I DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION IH$S DOCJMENT HAS BEEN REPRO DUCE D EXACTLY AS RECEIVED FROM 1HE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

A Task Contingent Model of Work-Unit Structure.

Abstract: The authors are grateful for support of this research from the Wisconsin Employment Security Division, Department of Industry, Labor, and Human Relations, and the Center for Business and Economic Research, Graduate School of Business Administration, Kent State University Appreciation is also extended to Elmer Burack, Anant Negandhi, Johannes Pennings, Richard Schoenherr, and Joseph Schwitter for helpful comments on previous drafts of this paper A model for explaining structural variations between work units within the complex organization is presented Based upon an analysis of the impact of task difficulty and task variability on intraorganizational structure, a taxonomy of alternative work-unit structures is derived The taxonomy suggests that work units within a complex organization can be classified into three basic structural modes: (1 ) a systematized mode, (2) a service mode, and (3) a group mode; with variations in each mode However, the structural distinction between modes is one of kind or "type," while the distinctions within modes is one of degree Data on 120 work units within a large government employment-security agency are presented Empirical support was found for the taxonomy The work units sampled at six different levels of structure did discriminate empirically on the bases of task difficulty and variability using a fixed-effects model, and were shown to fit in different cells of the taxonomy as predicted

Diagnostic-Prescriptive Teaching: Two Models

Abstract: Diagnostic-prescriptive teaching is an attempt to identify the most effective instructional strategies for children who differ on any number of variables believed to be related to academic learning. Educators and psychologists believe that some children learn best under one' instructional strategy (particular materials, teaching techniques, methods of content presentation, and reinforcers) while other children learn best when another instructional strategy is employed (see, for example, Bracht, 1970; Cronbach, 1957; Reynolds & Balow, 1972). Noted educators recently have called for prescriptive teaching of handicapped children based on the results of educational and psychological testing. The steps 10 diagnostic-prescriptive teaching include identification of children who are experiencing learning difficulties, diagnostic delineation of learner strengths and weaknesses, and prescriptive intervention (specification of goals, methods, strategies, materials, etc.) in light of these strengths and weaknesses. Effective diagnostic-prescriptive teaching rests on four critical assumptions:

Task analysis ‐ its relation to content analysis 1

Abstract: The origins, meaning, and elaborations of task analysis are discussed in relation to the design of instruction. Learning task analysis is described as having the purpose of identifying and classifying the performances that are the outcomes of learning, and also those subordinate performances that are prerequisite to such learning. As a technique, task analysis begins with the expected performance and works backwards to the stimulus situation (i.e., the “content"). This procedure contrasts with content analysis, which categorizes the components of existing content. It is argued that the procedures of task analysis can be employed, if desired, in analyzing existing content to reveal its probably intended outcomes. In addition, some problems are discussed in using task analysis to predetermine the characteristics of content for instructional design.

A Method for Determining Task Strategies.

Abstract: : The study is an extension of task analysis methodology. The concept of strategic principles implicit in the job activities of highly proficient performers is examined with the intent of improving training. The goal is to identify or invent such strategies, as appropriate, and then proceed with training encouraging use of them. A set of 25 information processing functions is described along with examples of strategic principles and training implications. Certain other strategic principles not readily interpretable in information processing terms are presented. An analytic procedure for determining and/or devising strategies is provided, and suggestions on the teaching and learning of strategies are summarized. (Author)

Interactions between alcohol, task difficulty, and compatibility in a choice-reaction task

Abstract: This experiment examined the effects of alcohol stress on choice reaction-time tasks of differing difficulty (response alternatives) and compatibility (stimulus-response mapping). Performance decrement under alcohol stress depended on the interaction of task difficulty and compatibility, low compatibility having a larger effect in more difficult tasks.

Using sammie for computer-aided workplace and work task design

Abstract: The SAMMIE computer-aided workplace and work task design system is intended to facilitate the consideration of human factors within the design process from the conceptual, pre-mock-up stage of design onwards. The software consists of six main parts: a computerized man-model, a workplace modelling system, a language with which to describe the work tasks to be performed in that workplace, heuristic rules for workplace layouts, various measures of effectiveness which can aid the assessment of the suitability of the workplace, and finally a system for interactive man-machine communication. The workspace model and the model of the operator are displayed on a screen of an interactive graphics terminal and the workspace is then evaluated for an operator performing specified tasks. The dimensions and arrangements of the workspace, the dimensions of the operator, and to a lesser extent the work task may all be interactively changed, and the proposed design then reevaluated. Measures of effectiveness include reach, checks on visual suitability, and an evaluation of the methods and times required to perform the task. These, and other measures, may be used by the computer itself, and interactively under the designer's control.

Methods for Predicting Job-Ability Requirements: II. Ability Requirements as a Function of Changes in the Characteristics of an Electronic Fault-Finding task.

Abstract: : The report describes the second study in a program of research dealing with the relationships between the characteristics of human tasks and the abilities required for task performance. The goal of the program is to generate principles which can be used to identify ability requirements from knowledge of the characteristics of a task and of variations in the conditions of task performance. The present study investigated the relationship between variations in an electronic fault-finding task and consequent changes in the abilities related to fault-finding performance. Characteristics of the fault-finding task were manipulated by varying formal difficulty and perceptual complexity. Subjects received a battery of reference ability tests and then proceeded to perform the criterion task under the different experimental conditions. To determine the relationship between task characteristics and ability requirements, the reference battery was factor analyzed to identify a reference ability structure. The loadings of the various criterion task conditions on that structure were then estimated. (Modified author abstract)

The Measurement of Attention Capacity through Concurrent Task Performance with Individual Difficulty Levels and Shifting Priorities

Abstract: Some of the unsolved problems in the application of secondary task techniques include: (a) the evaluation of relative changes in performance in dual task situations; (b) the prediction of possible interactions between different tasks and their components; and (c) the extent of voluntary control of capacity allocation. The present paper describes a three-phase experiment in which an effort was made to attack these problems by a new methodological approach. The three successive phases included separate performance of the experimental tasks (one dimensional compensatory tracking and a digit processing, reaction time task) with adaptive adjustment of difficulty, simultaneous performance of the tasks with equal task priorities, and simultaneous performance with several manipulations of the two task priorities. The results have demonstrated the usefulness of the general methodological approach for the assessment of capacity limitations as well as for the evaluation of possible interactions between tasks. With r...

Validation of Learning Hierarchies for Objective-Based Instructional Systems.

Abstract: The need for an empirically defensible means of sequencing instruction appears to have been the primary motivator for research into learning hierarchies. Also, valid learning hierarchies could act as congealing forces in individualizing instructional systems by providing psychological roadmaps for diagnosing students' preinstructional skills and monitoring students' progress through instructional systems. Four methods for generating candidates for learning hierarchies are available: introspection, formal analysis, observation, and statistical nfishing." Experimental transfer of training studies and statistical studies have been used to evaluate posited hierarchies. white recently made significant modifications of these standard evaluation methods to improve the internal validity of research into learning hierarchies. Several external validity issues remain to be resolved before scarce resources should continue to be allocated for additional learning hierarchy research. (Author) S DEPARTMENT GP HEALTM EDUCATION &WELFARE NA TiONAL INSTITUTE Of E CNC ATtON ki-PRO .; f fl f 11.1 . S' t ROM sTf ief -,1% I A" ON 0R,G.N S' ..f A 04 OPINONS ;.,f r. r PEpin .f 'il,f F A. ,-, r-e, IV SA . e T GO C BEST COPT AVAILABLE VALIDATION OF LEARNING HIERARCHIES FOR OBJECTIVE-RASED INSTRUCTIONAL SYSTEMS

Effects of Task Index Variations On Transfer of Training Criteria. Final Report.

Abstract: Abstract : This report describes the concluding study in a three phase program. The goal of the program has been to develop and validate a set of quantitative task indices for use in forecasting the effectiveness of training devices. Phase III results demonstrated that quantitative variations in task design could be related significantly and substantially to variations in transfer of training measures. On the basis of these results and those of Phase II, a set of predictive equations was constructed. It was concluded that these equations could be employed immediately to compare the efficacy of competing trainer prototypes, but that additional validation efforts in the field were necessary in orter to extend confidence and generality of the methodology. It was further concluded that the battery could be useful in selecting tasks for research on the interaction of task variables and other training system variables. A demonstration of this application was carried out in which training method was studied as a function of task complexity. Results of this latter study provided some support for the hypothesis that the effectiveness of dynamic rersus static procedural training varied with changes in task parameters. (Modified author abstract)

Behavioral Taxonomy of Undergraduate Pilot Training Tasks and Skills: Taxonomy Refinement, Validation and Operations.

Abstract: : The objective is to analyze and specify the fundamental flying abilities which comprise the training objectives of Undergraduate Pilot Training (UPT). The results of this study will be used as a basis for structuring research on and recommendations for improvements in Air Force flying training programs. The flight training maneuvers of UPT were analyzed according to a breakdown of task elements into the cues, mental actions and motor actions required to accomplish them. Flying tasks analyzed were found to fall into three categories: fundamental transitions, composite transitions and continuous transitions. A set of classification rules were developed to locate any flying training task element in a specific 'pigeon hole' within a taxonomic cubic structure with a cue, motor actions and mental actions serving respectively as the vertical, horizontal and depth axes of the cube. During this phase of the study, 22 additional flight tasks were analyzed supplementing the 14 tasks analyzed previously. All the tasks analyzed were classified and the resulting skill data were further categorized according to a hierarchy of taxonomic rules. The taxonomic hierarchy was adapted to a matrix system of information categorization which was found to provide for simplified data retrieval.

Replacement Processes in Work Organizations: Task Evaluation and the Case of Professional Football

Abstract: The concept of organizational replacement and the utility of data from professional football is examined. It is hypothesized and found that organizational positions systematically vary in their replacement rates. This variation is directly associated with positional visibility (the ease and availability of precise evaluation techniques for the assessment of positional task performance). Visibility is also found to relate to salaries and the racial composition of positional occupants.

Task analysis scheme with implications for supervisory control of remote manipulators

Abstract: A method of task analysis for remote manipulators based on studies of manual control performance is discussed. Results from one type of task are given for two different manipulator systems and the human hand. The implications of these results for supervisory control are indicated.