What Determines Whether Observers Recognize Targeted Behaviors In Modeling Displays?

Observational learning is based on a critical assumption that trainees can and do recognize critical modeled behaviors. This assumption has been virtually untested in applied settings. We studied the effects of work experience and instructions on the ability of 59 observers to recognize target behaviors in an observational learning paradigm similar to existing ones. Additionally, we investigated the effects of two key factors that were hypothesized to affect the recognition process in observational learning. The results indicated that only observers who had a minimum of work experience (i.e., intermediate and experienced observers in the study) were able to consistently recognize targeted behaviors. Additionally, recognition was influenced by the level of detail of instructions given to the participants. Finally, characteristics of the modeled behaviors greatly affected recognition: Overall, examples of negative behaviors were better recognized than were positive examples. Behaviors whose consequence was shown were also better recognized than those that were neither reinforced nor punished in the video. The results are discussed in terms of their implications for the design of observational learning as a training strategy in complex and applied social learning situations. The applications of this work include the design of training, and the training of evaluators and observers

What determines whether observers recognize targeted behaviors in modeling displays?

Observational learning is based on a critical assumption that trainees can and do recognize critical modeled behaviors. This assumption has been virtually untested in applied settings. We studied the effects of work experience and instructions on the ability of 59 observers to recognize target behaviors in an observational learning paradigm similar to existing ones. Additionally, we investigated the effects of two key factors that were hypothesized to affect the recognition process in observational learning. The results indicated that only observers who had a minimum of work experience (i.e., intermediate and experienced observers in the study) were able to consistently recognize targeted behaviors, Additionally, recognition was influenced by the level of detail of instructions given to the participants. Finally, characteristics of the modeled behaviors greatly affected recognition: Overall, examples of negative behaviors were better recognized than were positive examples. Behaviors whose consequence was shown were also better recognized than those that were neither reinforced nor punished in the video. The results are discussed in terms of their implications for the design of observational learning as a training strategy in complex and applied social learning situations. The applications of this work include the design of training, and the training of evaluators and observers

The teacher as designer of competency-based education

Hoogveld, B. (2003). The teacher as designer of competency-based education. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands

Comparing Wrong/Right with Right/Right Exemplars in Video Modelling to Teach Social Skills to Children with Autism

Research has shown that video modelling can improve social behaviours in children with ASD. In addition, research in behaviour modelling training from the field of organisational psychology has shown that using a mix of positive and negative exemplars can assist in acquisition and generalisation of a skill. The current study compared the use of one negative and one positive exemplar, with the use of two positive exemplars to determine which combination would result in faster acquisition and/or superior generalisation of a skill. No other studies have examined this with children diagnosed with ASD. Seven children, aged between 5 and 15 years, and diagnosed with ASD participated in a multiple baseline design across children; within child across two modelling conditions; and within each modelling condition across two tasks. In one condition, a participant watched a video containing one exemplar of a model (same sex and of similar age but with normal development) perform a task the wrong way, and one exemplar of the same model perform the same task the right way (wrong/right). In another condition, the participant watched a video containing two different exemplars of the model perform a matched task the right way (right/right). During the intervention, 1 participant refused to watch the videos. For 13 of the 16 tasks, where training was completed, participants either reached criterion or made some gains in acquisition of the social skills. However, for seven of the tasks criterion was not reached. Generally, neither modelling condition was superior in acquisition or generalisation of the targeted social skills. Confounds occurring during the course of the study may have contributed to the equivocal results. For some children with ASD, video modelling in combination with the delivery of preferred reinforcers may be required for successful skill acquisition. Further implications, particularly the potential negative effects of vicarious reinforcement when an observer does not gain reinforcement for imitation are discussed, as are recommendations for future research

Learning to lead: A quasi-experimental test of the interplay between experience and training

University of Minnesota Ph.D. dissertation. July 2015. Major: Business Administration. Advisor: Andrew Van de Ven. 1 computer file (PDF); vi, 97 pages.Two dominant ways that employees learn leadership skills are formal training and on-the-job experience. Both types of learning are ubiquitous in organizations, but their interplay is rarely considered. In this study, I adopt learning theories from educational and cognitive psychology to explain why experience may help or hinder the effectiveness of leadership training, and I test my hypotheses using a quasi-experiment in a public accounting firm. I also examine the impact of other individual differences--cognitive ability, motivation to lead, learning goal orientation, and pre-training self-efficacy--on training effectiveness. From the perspective of the leader, prior leadership experience significantly improved the effectiveness of leadership training. Leaders who had led more projects and had been exposed to a broader range or leadership situations were those who benefit the most from leadership training. The results support the theory that cognitive constraints impede learning during training for novice leaders and are alleviated when leaders possess more experience. However, the same support was not found from the manager and subordinate perspectives. Regarding individual differences, there was clear evidence for the benefit of a learning goal orientation, mixed evidence for the benefit of motivation to lead, very limited evidence for self-efficacy, and no evidence for cognitive ability. The implications of these findings for theory and practice are discussed

Psicología aeronáutica en España. Una historia y una panorámica actual.

RESUMEN Se ofrece una reconstrucción histórica de la Psicología Aeronáutica, desde la perspectiva constructivista y apoyándose en la exhaustiva revisión de fuentes de archivo y legislación. El estudio marca tres épocas nítidamente diferenciadas, vinculada cada una de ellas con un programa de investigación perfectamente definido. En la época de los pioneros (1900-1936) se fue configurando un modelo de selección anclado en el análisis de tarea y en la teoría de la predisposición al accidente, que utilizaba para la exploración el aparataje típico de los primeros laboratorios evaluaban aptitudes y destrezas, solo de forma incipiente se planteaba el uso de pruebas más holistas que exploraban la personalidad. Un segundo nivel lo definía el interés por la formación, la selección para una formación más adecuada y que redujese costes. Desde sus orígenes, la vinculación entre aeronáutica militar y civil fue grande, normalmente la investigación básica se realizaba en la primera, y la aplicación en ambas. Tras la guerra comienza un proceso con un creciente corpus legal que no siempre ha hecho justicia a la labor del psicólogo en esta actividad. Los años 50 contemplan la primera normativa definida y el segundo gran programa de investigación. Encontramos un modelo funcional-psicométrico, claramente dependiente de la psicología aeronáutica norteamericana y de la tradición psicométrica de la inteligencia. Germain, y Pascual después, tomarían el lugar de Mira como valedores del modelo. Subyace una versión más elaborada de la teoría de la predisposición al accidente, pero cambia la sociotecnología, ahora son los tests los instrumentos básicos de evaluación y la pareja selección/formación continúa viva. Finalmente con los años 80, coincidiendo prácticamente en el tiempo con la desaparición de los Institutos de Psicología, la remodelación de los servicios psicotécnicos de las fuerzas armadas, y la aparición de los centros privados de reconocimientos, surgiría un tercer modelo, vinculado a los esfuerzos de la OTAN por dotarse de un modelo de selección compartido y al trabajo del laboratorio de psicología aeronáutica de la Universidad de Salamanca. Se trataba de un modelo cognitivo-conductual, apoyado en una nueva tecnología, el ordenador, pero que conservaba su estructura: se exploraban los tiempos de reacción, las destrezas psicomotoras (especialmente orientación espacial) y la personalidad, atendiendo ahora a factores perturbadores y patologías psicológicas, ofreciéndose una batería de pruebas bien definida. En este marco siguió sin definirse el papel del psicólogo en el proceso de evaluación, y no hubo una respuesta adecuada a esta situación desde la estructura del colegio profesional, quien no definió el perfil profesional de esta actividad. La situación actual se ha estudiado con una metodología documental. Se ha practicado un exhaustivo análisis de las principales bases de datos, en lengua inglesa y castellana, de la psicología actual. Se ha construido una Base de Datos propia y se ha analizado con técnicas bibliométricas. El estudio ofrece un detallado análisis de los autores más productivos que escriben en el área, los grupos de colaboración y colegios invisibles, las materias y temas dominantes, y las principales revistas, en los dos ámbitos idiomáticos señalados. Encontramos importantes coincidencias, especialmente en lo que hace a los sujetos a explorar (pilotos, personal de vuelo y controladores), a la estructura de la exploración, e incluso respecto del instrumental psicológico para evaluación. Así mismo, es clara la presencia de psicólogos en los equipos multiprofesionales que trabajan en las áreas estudiadas. El trabajo en conjunto muestra la necesidad de desarrollar la selección, por razones fundamentalmente de prevención, resalta el papel del psicólogo en la misma, y reivindica la necesidad de que el Colegio Profesional y las Autoridades competentes, consideren adecuadamente al psicólogo aeronáutico. __________________________________________________________________________________________________Its offers a historic reconstruction of aeronautic psychology, from the constructive perspective and a complete revision of documental archives and legislation. There are three big models which have highlighted in the research of the area. One based on the professionalized analysis of Mira, and fundamentally developed in Barcelona by Figueras and Azoy, previous to the civil war. A second one, linked to the names of Pinillos, Germain and Pascual, of psychometric and factorials character, which was originated with the cooperation between the air army and INPAP and the Department of Experimental Psychology of the CSIC, model which was developed in the fifties. A third, linked to the Laboratory of Aeronautic Psychology of the University of Salamanca (Prieto, Carro), also originated with the cooperation between the military and civil world which, thanks to a cognitive and computational model, developed a model of high impact. The great fund continuity among those three is analyzed, and the fundamental role of the psychologist in the selection model. The present situation has studied with a documentary methodology, analysing the main data bases, in English and Castilian language, of present psychology. The study offers a detailed analysis of the authors more productive than they write in the area, the dominant groups of collaboration, matters and subjects, and the main magazines. We found important coincidences, specially in which it makes to the subjects explore (pilots, flight personnel and controller), to the structure of the exploration, and even respect to psychological instruments for evaluation. The work altogether shows the necessity to develop the selection, for prevention reasons fundamentally, it emphasizes the paper of the psychologist in the same one, and vindicates the competent necessity that the Professional School and Authorities, suitably considers to the psychologist aeronautic