Effects of training on short- and long-term skill retention in a complex multiple-task environment

The paper reports the results of an experiment on the performance and retention of a complex task. This was a computer-based simulation of the essential elements of a spacecraft's life support system. It allowed the authors to take a range of measures, including primary and secondary task performance, system intervention and information sampling strategies, mental model structure, and subjective operator state. The study compared the effectiveness of two methods of training, based on low level (procedure-based) and high level (system-based) understanding. Twenty-five participants were trained extensively on the task, then given a 1-h testing session. A second testing session was carried out 8 months after the first (with no intervening practice) with 17 of the original participants. While training had little effect on control performance, there were considerable effects on system management strategies, as well as in structure of operator's mental model. In the second testing session, the anticipated general performance decrement did not occur, though for complex faults there was an increase in selectivity towards the primary control task. The relevance of the findings for training and skill retention in real work environments is discussed in the context of a model of compensatory control.     

Transfer and motor skill learning in association football

Transfer of learning involves the influence of previous experiences on the performance or learning of new skills. It is defined as a gain (or loss) in the capability for performance on one task as a result of practice on another. The aim of the study was to examine the degree of transfer between various association football skills. Twenty intermediate male players participated in the study. During pre- and post-training tests, participants juggled a football as many times as possible within 30 s using feet or knees. Further tests required participants to control an approaching football inside a restricted area using the preferred and non-preferred kicking leg. Following performance on the pretest, two matched skill groups were obtained. One group participated in a 4-week training period in which feet-only ball juggling was practised for 10 min daily, while the remaining group acted as a control. Trained participants exhibited superior post-test performance on knee juggling and ball control with preferred and non-preferred leg tasks relative to the control group (p< 0.05). Findings indicate positive transfer of learning from juggling practice with the feet to juggling with the knees and a football control task. Implications for theory and practice are highlighted.     

The effect of skill level,external frame of reference and environmental changes on one-handed catching

Abstract

Two groups of subjects designated ‘good’ (n= 12) and ‘poor’ (n= 10) catchers on the basis of a task-specific criterion were required to catch, one-handed, balls projected from a ball-projection machine under eight different conditions. Four of these comprised the ‘environment illuminated’ conditions (full light; hand obscured by an opaque screen; a see-through screen and an external vertical reference frame in the field of view) and four others the ‘environment dark’ conditions (catching hand wearing a glove painted with luminescent paint and u. v. illuminated ball in an otherwise dark room; ball illuminated by u. v. light; luminescent hand and external luminescent vertical reference plus u. v. illuminated ball; u. v.-illuminated ball, plus luminescent vertical reference).

While clear and significant differences - as was to be expected from the selection criteria imposed - were shown between the groups of ‘good’ and ‘poor’ catchers for all three dependent variables-number of catches, spatial errors and temporal errors-it was demonstrated that, for both groups, degrading the environment, by reducing the information available, resulted in a significant performance decrement on the dependent variables ‘number of catches’ and ‘temporal errors’. ‘Poor’ catchers were also shown to make significantly more spatial errors than ‘good’ catchers. Whereas the latter finding confirms earlier findings reported in the literature, the significant effect on performance of degrading the environment -particularly with respect to temporal errors - is new. The finding is discussed in the framework of the use of ‘tau’ (time to contact) in making judgements about when to initiate the grasp response.     

Performance in a complex multiple-task environment during a laboratory-based simulation of occasional night work

A study was carried out to examine the impact of occasional night work on simulated process control using a complex task environment. The 21 student participants were tested during 2 6-hr simulated shifts (daytime and night). In addition to the primary system management task, the simulation allowed measurement of fault diagnosis behavior, monitoring and control actions, and two secondary tasks--alarm reaction time and system status checks (prospective memory)--as well as subjective state. Consistent with predictions from compensatory control theory, night work did not impair system performance, although monitoring and control were reduced (supported by subjective reports of increased use of risky "corner-cutting" strategies). Secondary tasks showed an increase in alarm reaction time during night work, but there was no effect on prospective memory and no clear pattern of change in subjective state. Actual or potential applications of this research include the design of complex systems for nighttime operation.     

Human performance in a multiple-task environment: Effects of automation reliability on visual attention allocation

Diagnostic automation has been posited to alleviate the high demands of multiple-task environments; however, mixed effects have been found pertaining to performance aid success. To better understand these effects, attention allocation must be studied directly. We developed a multiple-task environment to study the effects of automation on visual attention. Participants interacted with a system providing varying levels of automation and automation reliability and then were transferred to a system with no support. Attention allocation was measured by tracking the number of times each task was viewed. We found that participants receiving automation allocated their time according to the task frequency and that tasks that benefited most from automation were most harmed when it was removed. The results suggest that the degree to which automation affects multiple-task performance is dependent on the relative attributes of the tasks involved. Moreover, there is an inverse relationship between support and cost when automation fails.     

Acquisition and transfer of attention allocation strategies in a multiple-task work environment

OBJECTIVE: Payoff effects on strategy development and change were assessed in a synthetic work environment, SYNWORK1. BACKGROUND: Many work settings require several tasks to be performed concurrently. It is important to know how the strategies used in performing the respective tasks vary with payoffs. METHOD: Sixty students performed four tasks in SYNWORK1, for which points are received for correct responses and lost for incorrect responses. Individual-task payoffs were varied between participants and were changed after 8 and 12 sessions to examine the effects of a previous strategy on development of a new strategy. RESULTS: Participants were sensitive to initial payoffs and modified their strategies when payoffs changed. However, residual effects of prior payoffs were evident. CONCLUSION: Payoffs for multiple-task environments need to be explicit, and practice should be provided for strategy development. When payoffs change, strategies adopted reflect current and previous payoffs. APPLICATION: The findings can be applied to the design of payoff schedules for multiple-task environments.     

Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill

In a 2 × 2 factorial design the effects of (1) information presentation format and (2) contextual interference on training behavior, transfer performance and mental effort were studied for learning troubleshooting skills with a computer-based simulation. Participants studied information about the functioning of an alcohol distillery system (system principles) prior to practicing troubleshooting skills. Regarding the first factor, an expository (Exp) format, in which system principles, examples and a troubleshooting strategy were presented in a textual form, was compared to an inquisitory (Inq) format, in which participants had to predict the behavior of the system after they studied the system principles and in which demonstrations of the troubleshooting strategy were given. With regard to the second factor, a low contextual interference (LCI) condition in which participants practiced to diagnose types of system failures in a blocked schedule was compared to a high contextual interference (HCI) condition, in which different failure types were practiced in a random schedule. The main hypothesis is that the Inq and HCI conditions promote the development of cognitive schemata that enable learners to diagnose a malfunctioning system component by interpreting symptoms in terms of violations of system principles. Hence, they are expected to show higher transfer performance than participants in the traditional Exp and LCI conditions, who are believed to develop schemata containing associations between symptoms and malfunctioning components that are context-bound and less useful for diagnosing new failures. Contrary to the predictions, the traditional conditions (Exp and LCI) showed higher performance on a transfer test two weeks after training. Possible explanations for this result are discussed.     

Cognitive diversity and team performance in a complex multiple task environment

This article examines the multiple effects of cognitive diversity in teams operating complex human-machine-systems. The study employed a PC-based multiple-task environment, called the Cabin Air Management System, which models a process control task in the operational context of a spacecraft's life support system. Two types of cognitive diversity were examined: system understanding and team specialization. System understanding referred to the depth of understanding team members were given during training (low-level procedure-oriented vs. high level knowledge-oriented training). Team specialization referred to the degree to which knowledge about system fault scenarios was distributed between team members (specialized vs. non-specialized). A total of 72 participants took part in the study. After having received 4.5 h of training on an individual basis, participants completed a 1-h experimental session, in which they worked in two-person teams on a series of fault scenarios of varying difficulty. Measures were taken of primary and secondary task performance, system intervention and information sampling strategies, system knowledge, subjective operator state, communication patterns and conflict. The results provided evidence for the benefits of cognitive diversity with regard to system understanding. This manifested itself in better primary task performance and more efficient manual system control. No advantages were found for cognitive diversity with regard to specialization. There was no effect of cognitive diversity on intra-team conflict, with conflict levels generally being very low. The article concludes with a discussion of the implications of the findings for the engineering of cognitive diversity in teams operating complex human-machine-systems.     

The feasibility of a mixed reality surgical training environment

The Sheffield knee arthroscopy training system (SKATS) was originally a visual-based virtual environment without haptic feedback, but has been further developed as a mixed reality-training environment through the use of tactile augmentation (or passive haptics). The design of the new system is outlined and then tested. In the first experiment described, the effect of tactile augmentation on performance is considered by comparing novice performance using the original and mixed reality system. In the second experiment the mixed reality system is assessed in terms of construct validity by comparing the performance of users with differing levels of surgical expertise. The results are discussed in terms of the validity of a mixed reality environment for training knee arthroscopy.     

Relationships between demographics, training, etc. in a DSS environment

New research findings are reported on the effect of demographics on certain attributes of managers' decision processes in relation to training received on a generator. A field case study was used to determine if the decision process attributes of time and alternatives generated were influenced by the demographic factors of age, sex, education, and previous programming experience. These factors were evaluated with training. Results indicated that demographics had little effect on decision process attributes in relation to training. Any differences that did exist were eliminated by training.     

Situational awareness ability and cognitive skills training in a complex real-world task

Successful performance in complex dynamic environments depends on domain-dependent factors, such as situational awareness (SA). Underlying SA in a domain are domain-independent cognitive abilities in perception, memory, attention and executive control. Individuals with lower underlying ability perform relatively poorly in complex dynamic real-world tasks. The first experiment examined whether cognitive skills training could overcome limitations in underlying SA ability that impact on complex dynamic task performance. Participants were taught a mix of cognitive management strategies (e.g. divided and focused attention and visual search) in a simulated air traffic control task. A second experiment investigated the link between underlying SA ability, TRACON and SAGAT, a widely used measure of domain-specific SA. In a third experiment, the focus was on encouraging participants to plan ahead and consider the interrelations of elements (aircraft) in the environment. Whilst both training methods ameliorated the negative impact that lower SA ability had on complex dynamic task performance, the results of the third study indicated that this may have been achieved through improved planning behaviour. Finally, participants with higher underlying SA ability performed well irrespective of training condition.     

Effects of feedback type and modality on motor skill learning and retention

ABSTRACT

Two types of feedback, including knowledge of results (KR) and knowledge of performance (KP) are typically delivered as part of motor training using different sensory modalities. Twenty-four right-handed individuals performed a computer-based psychomotor training task using a contemporary haptic interface. Results revealed that KP was superior to KR for overall task performance retention, whereas KR was good for training specific aspects of performance. A combination of KP and KR through the same modality did not produce an additive positive learning effect for task performance. Auditory and haptic feedback improved retention over visual, but only with the use of multiple information cues. Design guidelines are provided for training systems for motor skill development and/or rehabilitation.     

Evaluation of complex and dynamic safety tasks in human learning using the ACT-R and SOAR skill acquisition theories

This paper provides a human-centered analytical approach to learning dynamic and complex tasks using the Adaptive Control of Thought-Rational (ACT-R) and the State, Operator And Result (SOAR) models by comparing the task times of the model and the subjects. Twenty-one full time assembly line workers at a local computer company (14 men and 7 women) from ages 18-32 (Mean = 19.86 years, SD = 0.96 years) were randomly selected for this analysis. The task involved the placement of printed circuit board (PCB) components on the flow line of the desktop computer mother board manufacturing process. The overall timed performance of the subjects indicated that the match between the model and the subjects was good, resulting in an R² - value of 0.94. At the unit task level performance, and R² - value of 0.96 for placing the PCBs on the flow line. For tasks involving picking and searching of PCBs, the obtained R² - value was 0.76 and R² of 0.68 at the keystroke level. Findings revealed that the model already started out with a complete strategy of performing the task, whereas the human participants had to acquire additional learning information during the trials. Efforts will be made in the future to determine how the performance of the human subjects could be enhanced to meet or the same level as the model performance.     

Learning from errors in a driving simulation: effects on driving skill and self-confidence

Two experiments investigated the effect of making errors during training (error training) on a driving simulator versus learning from examples of errors (guided error training) on driving skill and confidence. Experiment 1 indicated that compared with errorless learning (where participants drove through a training run not designed to elicit errors), error training led to significantly better transfer to driving tests that were analogous to those situations encountered in training and more effective use of strategies for coping with a novel driving situation. Error training also reduced self-confidence in driving skill at the end of training relative to errorless learning. Experiment 2 provided weak evidence of the superiority of guided error training over errorless learning (where the driver in the video did not make any errors) on analogous tests, and no evidence of transfer to a novel test. Furthermore, guided error training did not influence self-confidence in driving skill. The potential value of driving simulators in providing active processing during driver training is discussed, along with the effects of passive and active exposure to errors on driver confidence.     

Effects of training and experience on perception of hazard and risk

This study was designed to show how those proficient at a machining task, where proficiency was gained through both training and past experience, influence the perceived hazard and risk when observing Computer Numerical Control (CNC) machining. The study was also designed to determine whether the impact of the visual and auditory cues can be isolated during diagnosis of the hazard. In a study that included 40 participants, results show that trained observers can perceive more correctly a hazardous condition which is different from what one would predict based on psychophysics. The results also show that trained participants relied strongly on the auditory cues to diagnose the potential hazard and risk correctly whereas the untrained participants who had access to both auditory and visual senses perceived the potential hazard more incorrectly than those trained and more similarly to a traditional Stevens' psychophysical curve. Untrained subjects who had only auditory input had the most difficulty in distinguishing differences in the perception of hazard. This is important considering recent dialogue about whether there is a need to train for tasks that will be automated. The idea of training, especially for automated tasks, is important in allowing better recognition of hazard and risk in unusual circumstances. Additional research may help to improve the diagnosis of hazard and risk and may enable generalization of the results to other training scenarios in the manufacturing and services industries.     

Effects of an in-vehicle collision avoidance warning system on short- and long-term driving performance

Many new in-vehicle systems focus on accident prevention by facilitating the driving task. One such driving aid is an in-vehicle collision avoidance warning system (IVCAWS), used to alert the driver to an impending collision. Our study evaluated the effects of an imperfect IVCAWS both on driver headway maintenance and on driver behavior in response to warning system errors. Our results showed that drivers tend to overestimate their headway and consequently drive with short and potentially dangerous headways, and that IVCAWSs are a useful tool for educating drivers to estimate headway more accurately. Moreover, our study showed that after a relatively short exposure to the system, drivers were able to maintain longer and safer headways for at least six months. The practical implications of these results are that the use of an IVCAWS should be considered for inclusion in driver education and training programs.     

Performance of a skilled motor task in virtual and real environments

Three experiments compared the performances of adult participants (three groups of 10) on a perceptuo-motor task in both real world (RW) and virtual environments (VEs). The task involved passing a hoop over a bent wire course, and three versions of the task were used: a 3-D wire course with no background, a flattened version of the 3-D course (2½-D course) with no background, and the 2½-D course with added background to provide spatial context. In all three experiments the participants had to prevent the hoop from touching the wire as they moved it. In the first experiment, the VE condition produced about 18 times more errors than the RW task. The VE 2½-D task was found to be as difficult as the 3-D, and the 2½-D with the added background produced more errors than the other two experiments. Taken together, the experiments demonstrate the difficulty of performing fine motor tasks in VEs, a phenomenon that has not been given due attention in many previous studies of motor control in VEs.     

Teamwork in multi-person systems: a review and analysis

As the scope and complexity of modern task demands exceed the capability of individuals to perform, teams are emerging to shoulder the burgeoning requirements. Accordingly, researchers have striven to understand and enhance human performance in team settings. The purpose of this review is to summarize that research, from the theoretical underpinnings that drive it, to the identification of team-level elements of success, to the methodologies and instruments that capture and measure those characteristics. Further specified are three important avenues to creating successful teams: team selection, task design and team training. In other words, one can select the right people, provide them with a task engineered for superior performance and train them in the appropriate skills to accomplish that task. Under task design, new technologies and automation are examined that both support and impede team functioning. Finally, throughout are provided critical remarks about what is known about teamwork and what is needed to be known to move the science and practice of team performance forward. The paper concludes with the identification of team issues that require further investigation.     

Counteracting skill decay: four refresher interventions and their effect on skill and knowledge retention in a simulated process control task

In process automation, skill decay has not been investigated systematically. In two experimental studies, refresher interventions (RIs) were compared to support skill and knowledge retention of a start-up procedure on a simulated process control task. Based on theories of proceduralisation, the ‘testing-effect' and mental practice, four different RIs were designed. In Study 1 (N = 68), two experimental groups (EGs) received either an RI called ‘Practice' or an RI called ‘Skill Demonstration'. Both RIs support skill retention, but the Skill Demonstration-RI performed with a higher mental workload. In Study 2 (N = 68), two EGs received an RI called ‘Symbolic Rehearsal' or an RI called ‘Procedural Knowledge Test', and aimed at supporting knowledge retention. Both EGs supported knowledge retention but showed moderate skill decay. Results imply that RIs affect skill and knowledge retention differently and should be applied in accordance with the task requirements and their dependence on accurate skill or knowledge maintenance.