Download Accelerated Expertise: Training for High Proficiency in a by Paul J. Feltovich, Robert R. Hoffman, Paul Ward, Lia PDF

By Paul J. Feltovich, Robert R. Hoffman, Paul Ward, Lia DiBello, Stephen M. Fiore, Dee H. Andrews

Pace in buying the data and talents to accomplish projects is essential. but, it nonetheless commonly takes decades to accomplish excessive talent in numerous jobs and professions, in govt, company, undefined, and in the course of the deepest zone. There will be nice merits if regimens of educating can be verified which can speed up the fulfillment of excessive degrees of skillability. This booklet discusses the build of sped up studying. It contains a overview of the study literature on studying acquisition and retention, specialize in developing what works, and why. This contains numerous demonstrations of speeded up studying, with particular principles, plans and roadmaps for doing so. The impetus for the e-book used to be a tasking from the security technological know-how and expertise Advisory team, that's the pinnacle point technological know-how and expertise policy-making panel within the division of protection. in spite of the fact that, the ebook makes use of either army and non-military exemplar case studies.

It is probably going that tools for acceleration will leverage applied sciences and functions together with digital education, cross-training, education throughout strategic and tactical degrees, and coaching for resilience and adaptivity.

This quantity offers a wealth of data and counsel for these attracted to the concept that or phenomenon of "accelerating learning" in schooling, education, psychology, academia in most cases, govt, army, or industry.(less)

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Driskell, Coopper, & Willis, 1992; Jeannerod & Decety, 1995). Research has shown that mental practice can serve as an effective substitute for physical practice for both enhancing knowledge of particular sequences and improving general skill and promoting transfer of training (Healy, 2007; cf. , 2013). , humanitarian and emergency response, etc) (Center for Applied Systems Studies, 2010). , 2008; Ward, Williams, & Hancock, 2006). We tap this literature in the chapters in this book. If there can be any one generalization about the science of training and instructional design and in which we can be confident, it is this: Generalization is difficult.

Results from CTA are used in a variety of applications, including the design of intelligent systems. In addition, representations of the knowledge, skills and procedures of domain experts feed into training. Over the past quarter-century, most research on decision-making and other aspects of complex cognitive work has been conducted using some form of CTA. CTA is understood to be labor and time-intensive and requires practiced (and ideally, skilled) practitioners of the craft in order for the investment of time and resources to be worthwhile (see Crandall, Klein, & Hoffman, 2006).

Findings from studies of acquisition (immediate post-training performance test) may not generalize to performance over long retention intervals (Schmidt & Bjork, 1992). , Bahrick, Bahrick, Bahrick, & Bahrick, 1993; Bahrick & Hall, 1991a, b; Bjork & Allen, 1970; Bloom & Schuell, 1981; Dempster, 1989; Glenberg, 1976; Glenberg & Lehmann, 1980; Greene, 1989; Reynolds & Glaser, 1964; Schmidt & Bjork, 1992). e. the retention interval; RI). Some studies have found that optimal performance on a post-hiatus test can result when the interval between practice trials is approximately equal in length to the retention interval.

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