Showing papers on "Task analysis published in 1977"

Feedback the Definition of a Construct

Abstract: The article presents the results of a study which analyzed performance feedback in the work setting. The study focused on dimensionalizing the construct of feedback to allow meaningful factors or d...

Dimensionality Of Task Design As Measured By The Job Diagnostic Survey

Abstract: Twenty, widely-varied samples of workers (n=5,945) responded to the core characteristics items from the Job Diagnostic Survey. Factor analyses identified two, three, four, and five-factor solutions...

The Path-Goal Theory of Leadership: A Theoretical and Empirical Analysis

Abstract: The effects of different operationalizations of the path-goal theory's leader behavior constructs are examined. The results indicate that some of the inconsistent and non-supportive research findin...

Reactions to job characteristics: Moderating effects of the organization.

Abstract: Canonical analysis established a significant relationship between task design and affective response measures for 784 middle-level executives. Functional specialty moderated the relationship. It wa...

Preschoolers' Understanding of Memory-relevant Variables.

Abstract: WELLMAN, HENRY M. Preschoolers' Understanding of Memory-relevant Variables. CHILD DEVELOPMENT, 1977, 48, 1720-1723. 3-, 4-, and 5-year-olds were presented an array of metamemory tasks designed to test their understanding of variables which affect the difficulty of memory performance. 10 variables were tested, including, for example, that more items make a task harder, more time to study makes memorization more certain, distractions and interference make the task harder, etc. By age 5 children understood most of these variables. Understanding of the memory relevance of the variables was acquired in an ordered developmental sequence.

A Study of Task-Goal Attributes, Higher Order Need Strength, and Performance

Abstract: This study attempts to determine how six task-goal attributes are related to various effort and quantitative performance measures. The initial analyses found little consistent relationship between ...

Validation of Contingency Model Leadership Training: Leader Match

Abstract: The article discusses the results of a study pertaining to an evaluation of a self-paced leadership training program called Leader Match. The method of training was based on the contingency model o...

Human Performance Simulation.

Abstract: : This study provides a summary of the work done in the fiscal year 1976-1977 on the grant entitled Human Performance Simulation, Number AFSOR F44620-76-C-0013. The report emphasizes the progress which has been made on Teichner's Human Performance Theory of acquisition, memory, and task analysis. (Author)

Relationships in Analogy Items: a Semantic Component of a Psychometric Task:

Abstract: The verbal analogy item has played a major role in the measurement of intelligence. Despite numerous correlational studies, however, neither the nature of intelligence nor the nature of the cognitive strategies and semantic structures that govern analogy test performance is well understood. These doubts arise from the apparent inappropriateness of correlational data for studying cognitive processes and structures, and the dearth of experimental research on the analogy item as a cognitive task. As a first step to investigate the analogy item as a cognitive task, the current study attempted to identify a semantic structure of relationships that individuals use to comprehend the completed analogy. A latent partition analysis of subjects' categorizations of keyed analogy items, grouped according to relational similarity, yielded eight latent types of relationships which generalized across subjects and items. Implications of the results for test development and test validity are discussed, and the content of t...

Ability Training and task Analysis in Diagnostic/Prescriptive Teaching:

Abstract: Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.

Children's Understanding of How Stimulus Dimensions Affect Performance.

Abstract: MILLER, PATRICIA H., and BiGI, LINDA. Children's Understanding of How Stimulus Dimensions Affect Performance. CHILD DEVELOPMENT, 1977, 48, 1712-1715. Part of cognitive development involves the child's understanding of cognition. This study examines the development of children's understanding of how performance on a task is affected by stimulus variables. Children from grades 1, 3, and 5 were asked to construct "easy" and "hard" versions of a task. The task involved searching for two identical red triangles from a set of objects. The main stimulus variables the children used to differentiate the easy and hard versions were the number of objects, the distance between the two identical objects, and the color and shape of the objects. There were developmental changes in the use of these variables. Similar developmental trends appeared in a later session in which children rank ordered gameboards according to their level of difficulty. The results are discussed in terms of the cognitive abilities that must be developed in order to use the four stimulus strategies.

Task-Liking and Intrinsic-Extrinsic Achievement Orientations in Black Adolescents.

Abstract: Katz (1967) has suggested that the relative deficiency in achievement orientations and behaviors among Blacks may be attributed to a failure to internalize reinforcement mechanisms associated with achievement effort. The notion is that dependency upon external reinforcements may lead Black individuals to find perseverance and effort in achievement activities difficult to maintain. Several investigators (e .g., Terrell, Durkin & Wiesley, 1959, Zigler & Delabry, 1962) have offered evidence that lower class children in general tend to be more dependent upon external, tangible reinforcers than do middleclass children. Furthermore, Zigler and Kanzer (1962) and Weiner and Peter (1973) have offered some evidence which suggests that extrinsic as opposed to intrinsic orientations to achievement may follow developmental patterns along which lower-class and Black individuals indicate slower rates.

Diagnostic/Prescriptive Instruction: a Reconsideration of Some Issues:

Abstract: Over the past decade, increasing numbers of educators have used diagnostic/prescriptive instruction as a remedial system when working with problem learners. A basic philosophical controversy exists regarding two fundamentally different models — task analysis and ability training — which popularly serve to undergird diagnostic/prescriptive instruction. These different models reflect the debate and discussion that has evolved in one of the most rapidly expanding, controversial areas in special education. Research efforts have not conclusively demonstrated the efficacy of either model. Thus, instructional programs designed to improve academic skill development should be viewed cautiously and monitored carefully.

Driver's Lateral Control Strategy as Affected by Task Demands and Driving Experience

Abstract: Driving behavior may be described as the result of a process during which performance is optimized to meet several task demands at the same time In order to fulfill this task it is assumed that the driver has the disposal of a multivariate internal criterion that governs the rules for optimization In the present study it was investigated how different task demands interact, particularly in combination with driving experience, the latter factor being indicative for driving skill development The results showed that driving experience as a main experimental factor interacted significantly with task demands for lateral and longitudinal control /GMRL/

Interservice Procedures for Instructional Systems Development: Task V Final Report.

Abstract: ABSTRACT Based on a state-of-the-art analysis of Army training, this report was the initial step in an effort to systematically improve the training in the combat arms and ultimately the entire Army. This study found that a comprehensive set of procedures was needed to provide for the development of effective training and for assessment of the training's effectiveness. In response to Task V contract requirements, an instructional systems development (ISD) model was formulated. The model contains five phases: analyze, design, develop, implement, and control. The initial step was to verify the content validity of the material and then conduct extensive formative evaluation. Performance and attitudinal data gathered during field trials of the material were used to determine where revisions were necessary in the final product. The completed package of validated materials, "The Interservice Procedures for Instructional Systems Development," includes a five-volume set of manuals (available in ERIC as ED 122 018-022) covering all phases of the procedures and a series of workshops for technical and management level personnel involved in the use of ISD. (Author/CSS)

Autonomous task decision-making and its implications for job design

Abstract: This paper describes a model for task related decision-making. A distinction is made between three types of task decisions: boundary control decisions, which related the task system to its environment; intrasystem control decisions, which determine the means of performing the assigned tasks; and regulation decisions, which counteract disturbances that may affect task performance. Propositions for autonomous decision-making by the task performer under various conditions, derived from the model, were confirmed through extensive investigations of actual workstations. Implications of research findings on job design are also discussed.

Behavioral Objectives and Their Application To Career Education

Abstract: 1Dr. Bloom is Assistant Dean for Instruction and Research, College of Medicine and Dentistry of New Jersey, School of Allied Health Professions. In the recent past, educational institutions responsible for the preparation of manpower have had to educate efficiently and effectively greater numbers of students to meet increased manpower demands. Efforts to educate and train new professionals and technicians to perform skills competently at all levels of job performance have had to take into account the optimum use of scarce resources including funds, space, and time. To resolve some of the problems encountered in career education, some have been proposing that career programs be directed towards student achievement of specified behavioral objectives in order to acquire the necessary knowledge and skills for adequate job performance. Thus, there has been a movement to adhere to the concept of stating educational outcomes in behavioral terms to develop and specify competency levels required of student learning. However, there has been a problem in translating the theory of behavioral objectives into practical statements reflecting expectations of students’ performance. It is the intent of this paper to propose a relevant system of curriculum development for educating manpower in career programs predicated on the delineation of what students will eventually do as a basis for specifying in behavioral terms what they need to learn.

Development of psychomotor objectives for classroom of clinical education in physical therapy.

Abstract: A systematic method for developing and evaluating psychomotor objectives for students in clinical and laboratory education was presented. In preparing objectives for motor learning, the instructor must perform a task analysis of each skill to be taught. The analysis involves 1) identifying components of the movement, 2) salient features of facilitating stimuli, such as placement of grips, intensity and speed of stimulation, and 3) timing of commands or resistance. The senses, such as vision or kinesthesia, through which the student is to perceive the selected features must be chosen. After determining the level of skill to be attained, teaching methods are easily fit to the objectives. A simple checklist aids evaluation of student competency and provides immediate feedback on performance level.