Training in process control environments requires operators to be prepared for temporal and adaptive transfer of skill. Three training methods were compared with regard to their effectiveness in supporting transfer: Drill & Practice (D&P), Error Training (ET), and procedure-based and error heuristics training (PHT). Communication electronics trainees (N = 61) were tested twice (9 and 13 weeks after training). The D&P group outperformed the ET group with respect to temporal transfer. The expected benefits of PHT and ET for adaptive transfer were not found. The superiority of D&P demonstrates that cognitive tasks also need repeated practice for temporal transfer.
Get full access to this article
View all access options for this article.
References
1.
AndersonJ. R.FinchamJ. M., & DouglassS. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory & Cognition, 23, 932–945.
2.
ArthurW.BennettW.StanushP., & McNellyT. (1998). Factors that influence skill decay and retention: A quantitative review and analysis. Human Performance, 11, 57–101.
3.
ColquittJ. A.LePineJ. A., & NoeR. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678–707.
4.
EricssonK. A.KrampeR. T., & Tesch-RömerC. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
5.
FarrM. J. (1987). The long-term retention of knowledge and skills.New York: Springer.
6.
FossM. A.FabianiM.ManéA. M., & DonchinE. (1989). Unsupervised practice: The performance of the control group. Acta Psychologica, 71, 23–51.
7.
GoldsteinI. L., & FordJ. K. (2002). Training in organizations.Belmont, CA: Wadsworth.
8.
GullyS. M.PayneS. C.KolesK. L. K., & WhitemanJ.-A. K. (2002). The impact of error training and individual differences on training outcomes: An attribute-treatment interaction perspective. Journal of Applied Psychology, 87, 143–155.
9.
HagerW. (2000). Wirksamkeits- und Wirksamkeitsunterschiedshypothesen, Evaluationsparadigmen, Vergleichsgruppe und Kontrolle [Hypotheses on effectiveness, differences in effectiveness, evaluation paradigms, comparison group and control]. In HagerW.PatryJ.-L., & BrezingH. (Eds.), Handbuch Evaluation psychologischer Interventionsmaβnahmen [Handbook evaluation of psychological Interventions]. Standards und Kriterien (pp. 181–201). Bern: Huber.
10.
HagmanJ. D., & RoseA. M. (1983). Retention of military tasks: A review. Human Factors, 25, 199–213.
11.
HeimbeckD.FreseM.SonnentagS., & KeithN. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56, 333–361.
12.
HeskethB. (1997). Dilemmas in training for transfer and retention. Applied Psychology: An International Review, 46, 317–386.
13.
HockeyG. R. J.SauerJ., & WastellD. G. (2007). Adaptability of training in simulated process control: Comparison of knowledge- and rule-based guidance under task changes and environmental stress. Human Factors, 49, 158–174.
HolyoakK. J. (1991). Symbolic connectionism: Toward third generation theories of expertise. In EricssonK. A. & SmithJ. (Eds.), Toward a general theory of expertise (pp. 301–355). Cambridge, UK: Cambridge University Press.
16.
IvancicK., & HeskethB. (2000). Learning from errors in a driving simulation: Effects on driving skill and self-confidence. Ergonomics, 43, 1966–1984.
17.
KeithN., & FreseM. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93, 59–69.
18.
KlugeA. (2004). Wissenserwerb für das Steuern komplexer Systeme [Knowledge acquisition for controlling complex systems]. Lengerich: Pabst Publishers.
19.
KlugeA. (2007). Experiential learning methods, simulation complexity and their effects on different target groups. Journal of Educational Computing Research, 36(3), 323–349.
20.
KlugeA. (2008). What you train is what you get? Task requirements and training methods in complex problem solving. Computers in Human Behavior, 24, 284–308.
21.
KlugeA.SauerJ.SchülerK. & BurkolterD. (2009). Designing training for process control simulators: A review of empirical findings and common practice. Theoretical Issues in Ergonomic Science, 10, 489–509.
22.
KlugerA. N., & DeNisiA. (1996). Effects of feedback intervention on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.
23.
KontogiannisT., & ShepherdA. (1999). Training conditions and strategic aspects of skill transfer in a simulated process control task. Human-Computer Interaction, 14, 355–393.
24.
MattoonJ. S. (1994). Designing instructional simulations: Effects of instructional control and type of training task on display-interpretation skills. The International Journal of Aviation Psychology, 4, 189–209.
25.
MerrillM. D. (2001). First principles of instruction. Journal for Structural Learning and Intelligent Systems, 14, 459–466.
26.
MorrisN. M., & RouseW. B. (1985). Review and evaluation of empirical research in troubleshooting. Human Factors, 27, 503–530.
27.
O'HaraJ. M. (1990). The retention of skills acquired through simulator-based training. Ergonomics, 33, 1143–1153.
28.
OrmerodT. C., & ShepherdA. (2004). Using task analysis for information requirements specification: The sub-goal template (SGT) method. In DiaperD. & StantonN. A. (Eds.), The handbook of task analysis for human-computer interaction (pp. 347–365). Mahwah, NJ: Lawrence Erlbaum Associates.
29.
ParasuramanR., & ByrneE. A. (2003). Automation and Human Performance in Aviation. In TsangP. S. & VidulichM. A. (Eds.), Principles and practice of aviation psychology (pp. 311–357). Mahwah, NJ: Lawrence Erlbaum.
30.
PatrickJ. (2003). Training. In TsangP. S. & VidulichM. A. (Eds.), Principles and practice of aviation psychology (pp. 397–435). Mahwah, NJ: Lawrence Erlbaum.
31.
RasmussenJ. (1986). Information processing and human-machine interaction.Amsterdam: North-Holland.
32.
RasmussenJ. (1997). Risk management in a dynamic society: A modelling problem. Safety Science, 27, 183–213.
33.
RasmussenJ., & JensenA. (1974). Mental procedures in real-life tasks: A case study of electronic troubleshooting. Ergonomics, 17, 293–307.
34.
SalasE.WilsonK. A.PriestA., & GuthrieJ. W. (2006). Design, delivery, and evaluation of training systems. In SalvendyG. (Ed.), Handbook of human factors and ergonomics (pp. 472–512). Hoboken, NJ: Wiley & Sons.
35.
SaucierG. (1994). Mini-markers: A brief version of Goldberg's unipolar big-five markers. Journal of Personality Assessment, 63, 506–516.
36.
SauerJ.BurkolterD.KlugeA.RitzmannS., & SchülerK. (2008). The effects of heuristic rule training on operator performance in a simulated process control environment. Ergonomics, 51, 953–967.
37.
SauerJ.HockeyG. R. J., & WastellD. G. (2000a). Effects of training on short- and long-term skill retention in a complex multiple-task environment. Ergonomics, 43, 2043–2064.
38.
SauerJ.WastellD. G., & HockeyG. R. J. (2000b). A conceptual framework for designing microworlds for complex work domains: A case study of the Cabin Air Management System. Computers and Human Behavior, 16, 45–58.
39.
SchendelJ. D., & HagmanJ. D. (1982). On sustaining procedural skills over a prolonged retention interval. Journal of Applied Psychology, 67, 605–610.
40.
SchynsB., & CollaniG. (2002). A new occupational self-efficacy scale and its relation to personality constructs and organizational variables. European Journal of Work and Organizational Psychology, 11, 219–241.
41.
SmithE. M.FordJ. K., & KozlowskiW. J. (1997). Building adaptive expertise: Implications for training design strategies. In QuinonesM. A. & EhrensteinA. (Eds.), Training for a rapidly changing workplace (pp. 89–119). Washington, DC: APA.
42.
SonntagK., & SchaperN. (1988). Kognitives Training zur Bewältigung steuerungstechnischer Aufgabenstellungen [Cognitive training for the handling of technical control tasks]. Zeitschrift für Arbeits- und Organisationspsychologie, 32, 128–138.
43.
SpathD.BraunM., & HagenmeyerL. (2006). Human factors and ergonomics in manufacturing and process control. In SalvendyG. (Ed.), Handbook of human factors and ergonomics (pp. 1597–1625). Hoboken, NJ: John Wiley.
44.
StammersR. B. (1996). Training issues. In StantonN. (Ed.), Human factors in nuclear safety (pp. 189–197). London: Taylor & Francis.
45.
SwellerJ. (2006). How the human cognitive system deals with complexity. In ElenJ. & ClarkR. E. (Eds.), Handling complexity in learning environments: Theory and research (pp. 13–27). Amsterdam: Elsevier.
46.
VicenteK. J., & RasmussenJ. (1990). The ecology of human-machine systems II: Mediating “direct perception” in complex work domains. Ecological Psychology, 2, 207–249.
47.
WeickK. E., & SutcliffeK. M. (2001). Managing the unexpected.San Francisco, CA: Jossey-Bass.
48.
WickensC. D., & HollandsJ. G. (2000). Engineering psychology and human performance (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
49.
Wonderlic. (2002). Wonderlic Personnel Test.Libertyville, IL: Wonderlic Inc.
