Dyadic protocols, observational learning, and the acquisition of complex skills

Dyadic Protocols, Observational Learning, and the Acquisition of Complex Skills

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193120304701908 ◽

2003 ◽

Vol 47 (19) ◽

pp. 2050-2053 ◽

Cited By ~ 1

Author(s):

Eric Anthony Day ◽

Leigh E. Paulus ◽

Winfred Arthur ◽

Erich C. Fein

Keyword(s):

Observational Learning ◽

Complex Skills

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Observation versus Hands-on Practice of Complex Skills in Dyadic, Triadic, and Tetradic Training-Teams

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1518/001872098779649319 ◽

1998 ◽

Vol 40 (4) ◽

pp. 525-540 ◽

Cited By ~ 19

Author(s):

Wayne L. Shebilske ◽

Jeffrey A. Jordan ◽

Barry P. Goettl ◽

Leigh E. Paulus

Keyword(s):

Air Force ◽

Observational Learning ◽

Social Learning Theory ◽

Pilot Training ◽

Group Training ◽

Computer Based Learning ◽

Hands On ◽

Complex Skills ◽

Computer Based ◽

Training Team

We saved trainer time and resources by reducing hands-on practice in training-team protocols without reducing computer-based learning. During 1-h sessions, young adults learned Space Fortress, a video task that has been employed during pilot training. Observers (Experiment 1) learned more in 3 sessions than did test-only trainees. Individuals, dyads, triads, and tetrads (Experiment 2) learned in 3 sessions with no differences in learning or interaction between learning and protocol. Individuals, dyads, and tetrads (Experiment 3) learned in 10 sessions with no differences in learning or interaction between learning and protocol. As predicted by social learning theory, observational learning seems to compensate for hands-on practice efficiently and effectively. Applications of this research have been developed for computer-based group training of airline and air force pilots.

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Combining a Multiple Emphasis on Components Protocol with Small Group Protocols for Training Complex Skills

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129303701803 ◽

1993 ◽

Vol 37 (18) ◽

pp. 1216-1220 ◽

Cited By ~ 4

Author(s):

Wayne L. Shebilske ◽

Jeffrey A. Jordan ◽

Winfred Arthur ◽

J. Wesley Regian

Keyword(s):

Observational Learning ◽

Control Strategies ◽

Computer Game ◽

Task Interference ◽

Improvement Rate ◽

Individual Control ◽

Complex Skills ◽

The Individual ◽

Complex Computer ◽

Better Than

An Active Interlocked Modeling (AIM) Dyadic protocol for training complex skills, an AIM Tetradic protocol, and an Individual Control protocol were tested alone and in combination with a Multiple Emphasis on Components (MEC) protocol creating 6 conditions for training a complex computer game. We randomly assigned 120 paid subjects to the six conditions. Total game score improved over 10-1 hr sessions for all conditions. Improvement rate replicated advantages previously reported for AIM Dyad, AIM Tetrad, and MEC over the Individual Control. The AIM Dyad with MEC was better than either the AIM Dyad or the Individual with MEC. The AIM Tetrad with MEC was worse than either the AIM Tetrad or the Individual with MEC. Similar patterns occurred on retention, transfer, and resistance to secondary task interference. We discuss implications for acquiring and automatizing attention control strategies through observational learning.

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Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac20.4.109 ◽

2011 ◽

Vol 20 (4) ◽

pp. 109-113

Author(s):

Karen Copple ◽

Rajinder Koul ◽

Devender Banda ◽

Ellen Frye

Keyword(s):

Developmental Disabilities ◽

Experimental Design ◽

Communication Skills ◽

Observational Learning ◽

Video Modeling ◽

Single Subject ◽

Design Studies ◽

Communicative Behaviors ◽

Speech Generating Device ◽

Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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