Learning Complex Cognitive Skills With an Interactive Job Aid

This study evaluated current training methodologies, particularly Instructional Systems Development (ISD), and recent developments in cognitive science to determine how training procedures should be modified to support training for tasks which require complex cognitive skills. We contend that ISD is still viable if procedures are developed for the training of cognitive skills. An important component of ISD which needs to be modified to support training of cognitive skills is the task analysis. We discuss the need for integrating efficient and cost-effective cognitive task analysis methodologies with traditional analysis methods.

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Case Studies in Game-Based Complex Learning

Multimodal Technologies and Interaction ◽

10.3390/mti5120072 ◽

2021 ◽

Vol 5 (12) ◽

pp. 72

Author(s):

Josh Aaron Miller ◽

Seth Cooper

Keyword(s):

Case Studies ◽

Game Design ◽

Cognitive Skills ◽

Formal Education ◽

Computational Thinking ◽

Game Based Learning ◽

Complex Learning ◽

Critical Success ◽

Teaching Routine ◽

Complex Cognitive Skills

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

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Working Memory in the Acquisition of Complex Cognitive Skills

Advances in Psychology - Cognition and Action in Skilled Behaviour ◽

10.1016/s0166-4115(08)60634-2 ◽

1988 ◽

pp. 361-377 ◽

Cited By ~ 3

Author(s):

Robert Logie ◽

Alan Baddeley ◽

Amir Mane ◽

Emanuel Donchin ◽

Russell Sheptak

Keyword(s):

Working Memory ◽

Cognitive Skills ◽

Complex Cognitive Skills

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Creativity or mental illness: Possible errors of relational priming in neural networks of the brain

Behavioral and Brain Sciences ◽

10.1017/s0140525x08004688 ◽

2008 ◽

Vol 31 (4) ◽

pp. 398-399

Author(s):

James E. Swain ◽

John D. Swain

Keyword(s):

Mental Illness ◽

Cognitive Skills ◽

Computational Models ◽

Brain Activity ◽

Childhood Onset ◽

Hyperactivity Disorder ◽

Depression Disorders ◽

Complex Cognitive Skills ◽

The Brain ◽

Relational Priming

AbstractIf connectionist computational models explain the acquisition of complex cognitive skills, errors in such models would also help explain unusual brain activity such as in creativity – as well as in mental illness, including childhood onset problems with social behaviors in autism, the inability to maintain focus in attention deficit and hyperactivity disorder (ADHD), and the lack of motivation of depression disorders.

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Robot’s social gaze affects conflict resolution but not conflict adaptations

10.31219/osf.io/vfpk3 ◽

2021 ◽

Author(s):

Francesca Ciardo ◽

Agnieszka Wykowska

Keyword(s):

Conflict Resolution ◽

Cognitive Control ◽

Cognitive Skills ◽

Human Robot Interaction ◽

Control Mechanisms ◽

Affective States ◽

Social Feedback ◽

Social Gaze ◽

Gaze Behaviour ◽

Complex Cognitive Skills

Robots are a new category of social agents that, thanks to their embodiment, can be used to train and support cognitive skills such as cognitive control. Several studies showed that cognitive control mechanisms are sensitive to affective states induced by humor, mood, and symbolic feedback such as monetary rewards. In the present study, we investigated whether the social gaze of a humanoid robot can affect cognitive control mechanisms. To this end, in two experiments, we evaluated both the conflict resolution and trial-by-trial adaptations during an auditory Simon task, as a function of the type of feedback participants received in the previous trial from the iCub robot, namely, mutual or avoiding gaze behaviour. Across three experiments, we compared the effect of mutual, avoiding (Exp1 and Exp2), and neutral (Exp3) gaze feedback between screen-based (Exp1) and physically embodied setups (Exp2 and Exp3). Results showed that iCub’s social gaze feedback modulated conflict resolution, but not conflict adaptations. Specifically, the Simon effect was increased following mutual gaze feedback from iCub. Moreover, the modulatory effect was observed for the embodied setup in which the robot could engage or avoid eye contact in real-time (Exp2) but not for the screen-based setting (Exp1). Our findings showed for the first time that social feedback in Human-Robot Interaction, such as social gaze, can be used to modulate cognitive control. The results highlight the advantage of using robots to evaluate and train complex cognitive skills in both healthy and clinical populations.

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Training Complex Cognitive Skills: A Theme-Based Approach to the Development of Battlefield Skills

Development of Professional Expertise ◽

10.1017/cbo9780511609817.016 ◽

2010 ◽

pp. 286-311 ◽

Cited By ~ 10

Author(s):

Scott B. Shadrick ◽

James W. Lussier

Keyword(s):

Cognitive Skills ◽

Complex Cognitive Skills

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How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/2372732219893385 ◽

2020 ◽

Vol 7 (1) ◽

pp. 27-34 ◽

Cited By ~ 2

Author(s):

Ana Taboada Barber ◽

Susan Lutz Klauda

Keyword(s):

Reading Achievement ◽

Cognitive Skills ◽

School Administrators ◽

Reading Motivation ◽

Policy Implications ◽

Policy Recommendations ◽

Middle Grade ◽

Multiple Dimensions ◽

Motivation And Engagement ◽

Complex Cognitive Skills

Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.

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