Holding / Meredith Principles of Training

The Commonwealth and International Library: Psychology Division
1. Auflage 2013
ISBN: 978-1-4831-6007-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 172 Seiten, Web PDF

Principles of Training provides insight into the different variables presented by training tasks. It presents a wide sample of experimental data to reveal to the intending practitioner of training-whether in industry, in sport, in the defense services or other fields-that awareness of experimental findings must be paralleled by competence in analyzing tasks in order to determine how and where any particular principles may reasonably be applied. The book begins with an introductory chapter on the evaluation of training, experiments on training, limitations of training, and training problems. This is followed by separate chapters that discuss how trainers can influence the course of learning by manipulating knowledge of results; methods for minimizing errors in early learning; visual training methods; the use of words and actions in training; and the importance of practice in learning. Subsequent chapters cover the transfer of training; automatic teaching, or ''programmed instruction''; and recommendations for trainers.

Autoren/Hrsg.

Holding, D. H.

Meredith, G. P.

Inhaltsverzeichnis

1;Front Cover;1
2;Principles of Training;4
3;Copyright Page;5
4;Table of Contents;6
5;EDITOR'S FOREWORD;10
6;CHAPTER 1. INTRODUCTION;18
6.1;Evaluation of Training;19
6.2;Experiments on Training;21
6.3;Limitations of Training;22
6.4;Training Problems;24
6.5;Types of Task;27
6.6;Skilled Behaviour;29
7;CHAPTER 2. KNOWLEDGE OF RESULTS;32
7.1;Removing Feedback;32
7.2;Action and Learning Feedback;34
7.3;Information and Incentive;36
7.4;A Classification;38
7.5;Intrinsic or Artificial;40
7.6;Concurrent or Terminal;42
7.7;Immediate or Delayed;44
7.8;Verbal or Non-Verbal;47
7.9;Separate or Accumulated;49
7.10;Summary;51
8;CHAPTER 3. GUIDANCE;53
8.1;Restricting Alternatives;53
8.2;Types of Guidance;55
8.3;Animal Work;56
8.4;Human Maze Learning;59
8.5;Mazes and Forced-Response;61
8.6;Adjustive Skills;63
8.7;Graded Movements;65
8.8;Knowledge of Alternatives;68
8.9;Summary;69
9;CHAPTER 4. VISUAL METHODS;71
9.1;Visual Guidance;71
9.2;Changes in Display;73
9.3;Visual Magnification;74
9.4;Imitation;76
9.5;Static Visual Aids;79
9.6;Moving Films;80
9.7;Summary;83
10;CHAPTER 5. WORDS AND ACTIONS;85
10.1;Verbal and Motor Learning;85
10.2;Verbal and Motor Behaviour;87
10.3;Instructions;90
10.4;Pre-Differentiation;93
10.5;Verbal Pre-Training;94
10.6;Verbal Guidance and Hints;96
10.7;Summary;98
11;CHAPTER 6. PRACTICE;100
11.1;Learning Curves;100
11.2;Speed and Accuracy;102
11.3;Part and Whole Methods;104
11.4;Progression;107
11.5;Massed and Spaced Practice;109
11.6;Residual Effects;112
11.7;Mental Practice;114
11.8;Summary;117
12;CHAPTER 7. TRANSFER OF TRAINING;119
12.1;Sameness and Difference;119
12.2;Relations Between Tasks;121
12.3;Negative Transfer;124
12.4;Long-Term Effects;126
12.5;Task Difficulty;129
12.6;Transfer of Principles;133
12.7;Summary;135
13;CHAPTER 8. PROGRAMMED LEARNING;137
13.1;Teaching Machines;137
13.2;Motor Learning;140
13.3;Linear Programmes;141
13.4;Programme Characteristics;143
13.5;Branching Programmes;145
13.6;Comparison of Methods;148
13.7;Evaluation;150
13.8;Summary;151
14;CHAPTER 9. RECOMMENDATIONS;153
14.1;General;153
14.2;Specific;155
15;Further Reading;159
16;References and Author Index;160
17;Subject Index;171