知识向技能转化的影响因素

将知识向技能的转化过程分为 :陈述性编码阶段、程序性编码阶段 ,并假设存在一些因素影响陈述性编码向程序性编码的转化过程 ,控制好这些关键因素将有利于提高教学质量。为证明此假设 ,设计了四个实验。实验一、二结果表明 ,发现学习和接受学习中原有知识水平、概念地图策略等因素显著影响陈述性编码阶段 ;实验三、四结果表明 ,发现学习和接受学习中变式练习、解题策略指导等因素显著影响程序性编码阶段 ,对以上实验数据的再分析得出这两阶段存在明显的相互制约关系 ,根据以上结论和 E.D.Gagne的信息加工模型 ,构建了一个智慧技能获得的信息加工模型。     

Testing for Independent Effects of Prosocial Knowledge and Technical Knowledge on Skill and Performance

This study extended previous research (Motowidlo, Borman, & Schmit, 1997) on antecedents of job performance by testing for independent effects of prosocial and technical knowledge in a sample of 208 medical students. Results show that prosocial knowledge is uncorrelated with technical knowledge and that it contributes incremental variance to clinical performance in Primary Care after accounting for technical knowledge and clinical skill. Findings indicate Agreeableness is an important correlate of prosocial knowledge but not of technical knowledge. Unexpectedly, cognitive ability is not significantly related to either kind of knowledge or clinical performance. These results reinforce the idea that knowledge is a primary determinant of performance and that one type of knowledge, prosocial, has roots in Agreeableness, whereas a different type of knowledge, technical, does not.     

Shelter Staffs' Perceived Knowledge and Skill Level Regarding the Addictive Process

This study examined domestic violence shelter workers' perceptions about their knowledge, skills, and training interests regarding the addictive process. More experienced workers perceived themselves as having less knowledge and fewer skills than did less experienced workers. Shelter workers expressed overall interest in training, and authors present recommendations for such training.     

The Effect of Erroneous Knowledge of Results on Skill Acquisition when Augmented Information is Redundant

Even though it can be shown that verbal knowledge of results (KR) is redundant with sensory feedback for learning certain motor skills, such findings do not eliminate the possibility that when KR is available it influences underlying learning processes. In order to examine the function of KR more closely, two experiments were designed in which the subjects received conflicting information about their own sensory feedback and the KR presented by the experimenter. In Experiment 1, two erroneous-KR groups, a correct-KR group, and a no-KR group performed 150 practice trials on a simple anticipation timing task and then performed three no-KR retention tests of 30 trials each following intervals of 10 minutes, 1 week, and 1 month. The results supported previous findings that providing correct KR is redundant in anticipation tasks. However, learning was influenced by KR as subjects performed according to the erroneous KR information, thereby ignoring their sensory feedback even after a 1-month interval. In Experiment 2, subjects practised a more complex striking response for the anticipation task for 75 trials and then performed no-KR retention trials either immediately, or 1 day or 1 week later. One of the groups received erroneous KR after 50 practice trials with correct KR. The results confirmed and extended those from Experiment 1, as erroneous KR, even after initial practice with correct KR, influenced retention performance. These results indicate that although KR provides information that is not needed to learn anticipation timing skills, this augmented verbal information is a dominant source of information that influences underlying cognitive processes involved in learning motor skills.     

Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion

The principle of inversion, that a + b ? b must equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that stem from a model proposed by Siegler and Araya (2005 Siegler , R. S. , &; Araya , R. ( 2005 ). A computational model of conscious and unconscious strategy discovery . In R. V. Kail (Ed.), Advances in child development and behavior (pp. 1 – 42 ). New York , NY : Elsevier .[Crossref] , [Google Scholar]). Hypothesis 1 is that greater calculational skill is related to greater use of inversion. Hypothesis 2 is that greater attentional skill is related to greater use of inversion. Hypothesis 3 is that the relation between attentional skill and the use of inversion is particularly strong among children with high skill in calculation. We found suggestive evidence for Hypothesis 2 and clear evidence for Hypothesis 3, indicating that for children who are strong at calculation, attentional flexibility is related to use of inversion.     

Comparing Multicultural With General Counseling Knowledge and Skill Competency for Students Who Completed Counselor Training

This study evaluates the effectiveness of a counselor education program in teaching multicultural counseling knowledge and skills. Standardized examination scores and rater evaluations compare multicultural with general counseling knowledge and skill competency for students who completed a counseling master's program. The relationship between multicultural knowledge and multicultural and general skills is examined. Este estudio evalúa la efectividad de un programa educativo para consejeros a la hora de enseñar conocimientos y habilidades multiculturales en consejería. Se emplean tanto resultados estandarizados de exámenes como evaluaciones docentes para comparar los conocimientos de consejeria y la competencia en habilidades de tipo general con los multiculturales en estudiantes que han completado un Máster en Consejería. Se examina la relación entre conocimientos multiculturales y habilidades generales y multiculturales.     

Effects of Personality Characteristics on Knowledge,Skill, and Performance in Servicing Retail Customers

This study tested the idea that some personality variables are related to interpersonal aspects of job performance primarily through interpersonal knowledge and skill, just as cognitive ability has been shown to be related to technical aspects of job performance primarily through technical knowledge and skill. We measured personality factors, cognitive ability, customer service knowledge (through a structured interview), customer service skill (through role‐play simulations), and customer service performance (through supervisory ratings) in a sample of 140 retail store associates. As expected, results showed that interpersonally oriented personality characteristics are related to customer service knowledge even when effects of ability, conscientiousness, and experience are taken into account, and that customer service knowledge and skill together carry the indirect effects of personality characteristics, ability, and experience to customer service performance. We also found that conscientiousness moderates the relation between knowledge and performance such that knowledge predicts performance best for people who are highly conscientious.     

A Model for Planning Career Continuation and Change Through Increased Awareness,Knowledge, and Skill

A 3-stage sequence based on increased awareness of assumptions, knowledge of relevant information, and skill in taking appropriate action (AKS) is presented as a model for outplacement counseling. The rationale, structure, assumptions, principles, and evaluation of an outplacement counseling program using this AKS model are discussed.     

The Role of Task Experience and Prior Knowledge for Detecting Invalid Augmented Feedback while Learning a Motor Skill

Two hypotheses were investigated. These were generated from results reported by Buekers, Magill, and Sneyers (1994) and an uncertainty account of those and other effects on skill learning of erroneous knowledge of results (KR). The first hypothesis proposes that if experienced performers have developed the capability of detecting and correcting errors, then they should not be influenced by erroneous KR in the same way as novices. The second proposes that if information about the invalid feedback is given to subjects prior to the beginning of the practice trials, then the capability for assessing feedback can be accelerated such that subjects who receive this advance information should not be misled by the erroneous KR. The first hypothesis was investigated in Experiment 1 by having subjects practise an anticipation timing task for 450 trials. One group received correct KR on all trials, and another group received no KR. Half of the subjects in each group were unexpectedly switched to erroneous KR after 400 trials. Results indicated that the erroneous KR influenced both groups during acquisition and on a retention test one minute later. However, on a retention test given one week later, only the group that had practised with no KR before being switched to erroneous KR continued to show the negative influence of the invalid KR. The second hypothesis was examined in Experiment 2 by telling subjects prior to beginning practice trials that it was possible that the KR they received would be erroneous. Results showed that this intervention strategy was effective on the no-KR retention tests only for subjects who had no-KR trials alternated with trials on which they received the erroneous KR. The results of these experiments provide evidence that uncertainty about the validity of sensory feedback increases the likelihood that subjects will be misled by invalid augmented feedback. Moreover, this uncertainty can be overcome by increased experience or by providing advance knowledge about the nature of the invalid feedback.     

Real Scenarios and Complementary Lectures: A Classroom Training Approach to Increase Counselor Awareness,Knowledge, and Skill

The purpose of this article is to describe a classroom approach for training counseling students in the area of cross‐cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.     

The Knowledge,Skill, and Ability Requirements for Teamwork: Revisiting the Teamwork‐KSA Test's validity

The Teamwork – Knowledge, Skills, and Ability (KSA) Test was developed by Stevens and Campion to operationalize their comprehensive taxonomy of teamwork competencies. The test is generally considered ‘valid’ and has been used frequently in organizations. Our review of the literature found an average criterion validity of.20 for the Teamwork‐KSA Test, although there was considerable variability across studies. We could find no research on the item properties, factor structure, or subscale reliabilities, and no extensive investigations of the nomological net of this test. In our field sample, we found subscale reliabilities to be generally inadequate, no meaningful factor structure, and low predictivenes of employees' performance on team‐related dimensions. Although the taxonomy it purports to measure is preeminent, the Teamwork‐KSA Test itself may have serious limitations.     

Skill in expert dogs

The motor control of novice participants is often cognitively demanding and susceptible to interference by other tasks. As people develop expertise, their motor control becomes less susceptible to interference from other tasks. Researchers propose a transition in human motor skill from active control to automaticity. This progression may also be the case with nonhuman animals. Differences in performance characteristics between expert, advanced, intermediate, and novice dogs competing in the sport of agility were investigated. There were statistically significant differences between dogs of varying competitive levels in speed, motor control, and signal detections suggestive of increasing motor control automaticity in highly skilled, or expert, dogs. The largest sequential motor control difference was between novice and intermediate dogs, d = .96, whereas the largest sequential signal detection difference was between advanced and expert dogs, d = .90. These findings have two significant implications for expertise researchers: first, the observed similarities between dogs and humans may enable dogs to be used as expert models; and second, expertise science and methods may be profitably employed in the future to create more proficient canine workers.     

Before Language and After

It has been assumed by some writers that Wittgenstein's talk of primitive reactions amounts to a theory of concept formation out of instinctive behaviour. Others have argued that Wittgenstein is thinking of reactions within language-games, which therefore belong to its structure not its origins . The author concurs, but argues that Wittgenstein also has in mind that it belongs to the grammars of certain concepts that the language-games in which they lie are themselves supplementary to natural behavioural forms. This provides a context in which the notion of pre-linguistic behaviour may be employed legitimately in philosophy whilst avoiding unjustified theorising.