Chapter 7: Memory and Training Slide Template
WORKING MEMORY
Representation of working memory Encoding Storage Retrieval
Working memory model Phonological loop Visuo-spatial sketchpad Central executive Episodic buffer.
Working Memory Interference Code Interference – Verbal-phonetic versus visual-spatial code interference Interference in the Central Executive – Central-executive intensive tasks (random number generation)
Working Memory, the Central Executive and Executive Control Working memory capacity Role of central executive in executive control
Matching Display with Working Memory Code Stimulus/central processing/response compatibility. Echoic and iconic memory
Limitations of Working Memory Duration – Brown Peterson paradigm. Capacity – Relationship with speed of rehearsal. – Magic number 7 +/- 2. Chunking – Chunks of information – Parsing
INTERFERENCE & CONFUSION
Proactive and Retroactive Interference Relationship between interference, and space and similarity Implications of design – Working memory analysis
EXPERTISE AND MEMORY
Expertise General characteristics Intrinsic versus contrived tasks
Expertise and Chunking Template theory and chunking Chunking strategies Novice versus expert differences
Skilled Memory and Long Term Working Memory Limitations of chunking based accounts Long-term working memory theory
EVERYDAY MEMORY
Prospective Memory Effects of delay on PM performance PM and motivation Implementation intention and strategies to improve PM
Transactive Memory (System) Properties of a TMS – Specialisation, coordination and credibility Collaborative inhibition – How it can be reduced TMS and team performance
SITUATION AWARENESS
Situation Awareness versus Situation Assessment Examples
Working Memory and Expertise in Situation Awareness Evidence for links between WM and SA Role of LTWM in SA
Levels of SA and Anticipation Endsley’s Three levels of SA – Perception – Comprehension – Projection Mechanisms by which anticipation is accomplished
Measuring SA and the Role of Anticipation SAGAT SPAM Implicit performance-based measures
PLANNING AND PROBLEM SOLVING
Planning and Problem Solving Role of working memory and difficulty Satisficing problem solving and opportunistic planning Supporting planning and problem solving – Visualisation Heuristic strategies in problem solving Training to support team problem solving – Heterogeneous and homogeneous pairs
TRAINING
Transfer of Training Measuring transfer – Transfer effectiveness ratio. Training system fidelity – Realism, complexity, workload and learning outcome
Transfer of Training Negative transfer – Similarity of stimulus and response elements between old and new task.
Training Techniques and Strategies Cognitive Load Theory – Intrinsic load, germane load and extraneous load Training support and error prevention: Reducing intrinsic load – Worked examples and scaffolding Task simplification – Reducing intrinsic load – adaptive training Part task training – Reducing intrinsic load – fractionation (task), segmentation (task), time sharing skills, and variable priority training Active learning – Increasing germane load – generation effect, and active versus passive learning
Training Techniques and Strategies Multi-media instruction – Decreasing extraneous load – dual-coding principle Feedback Practice and overlearning Expertise effect Distribution of practice Training-transfer
LONG TERM MEMORY: REPRESENTATION, ORGANISATION, AND RETRIEVAL
Knowledge Representation Procedural versus declarative knowledge Implicit, semantic and episodic memory Knowledge elicitation to extract domain knowledge from experts Knowledge organisation – Implications for design of menus Mental model – Role, novice versus expert differences Methods for representing long-term knowledge – Work domain analysis, observations and interviews, protocol analysis
Memory Retrieval and Forgetting Recall and recognition – Implications for design of computer interfaces, remember-know paradigm, retrieval cues, and retrieval induced forgetting Event memory – Accuracy, misinformation effect Skill Retention – Skill type, sequence of practice, individual differences