What you train is what you get? Task requirements and training methods in complex problem solving
Journal
Computers in Human Behavior
ISSN
0747-5632
ISSN-Digital
0747-5632
Type
journal article
Date Issued
2008-03-01
Author(s)
Abstract (De)
The study measured the effect of tested training methods (direct instruction, guided exploration, and a combination of both) on the performance of 497 participants on qualitative and quantitative knowledge tests and control performance task under three complex problem (CP) conditions (easy, medium, difficult). All three methods proved equally suited to meeting the requirements of reproducing qualitative knowledge. For acquisition of quantitative knowledge, the direct-instruction method outperformed a method requiring participants themselves to infer solutions. The greater a CP's intrinsic load due to parallel effects, the more effective direct instruction was at increasing control performance. The guided-exploration group and the combined-method group scored mixed results. The more difficult the CP, the more overall control performance deteriorated regardless of the training method.
Language
German
Keywords
Complex problem-solving
Training methods
Training-needs analysis
Cognitive-task analysis
Structure diagram
Guided exploration
Problem difficulty
HSG Classification
contribution to scientific community
Refereed
Yes
Publisher
Elsevier
Publisher place
Amsterdam
Volume
24
Number
2
Start page
284
End page
308
Pages
25
Subject(s)
Division(s)
Eprints ID
21714