1. Chapter 7: Memory and Training Slide Template

2. WORKING MEMORY

3. Representation of working memory Encoding Storage Retrieval

4. Working memory model Phonological loop Visuo-spatial sketchpad Central executive Episodic buffer.

5. Working Memory Interference Code Interference – Verbal-phonetic versus visual-spatial code interference Interference in the Central Executive – Central-executive intensive tasks (random number generation)

6. Working Memory, the Central Executive and Executive Control Working memory capacity Role of central executive in executive control

7. Matching Display with Working Memory Code Stimulus/central processing/response compatibility. Echoic and iconic memory

8. Limitations of Working Memory Duration – Brown Peterson paradigm. Capacity – Relationship with speed of rehearsal. – Magic number 7 +/- 2.  Chunking – Chunks of information – Parsing

9. INTERFERENCE & CONFUSION

10. Proactive and Retroactive Interference Relationship between interference, and space and similarity Implications of design – Working memory analysis

11. EXPERTISE AND MEMORY

12. Expertise General characteristics Intrinsic versus contrived tasks

13. Expertise and Chunking Template theory and chunking Chunking strategies Novice versus expert differences

14. Skilled Memory and Long Term Working Memory Limitations of chunking based accounts Long-term working memory theory

15. EVERYDAY MEMORY

16. Prospective Memory Effects of delay on PM performance PM and motivation Implementation intention and strategies to improve PM

17. Transactive Memory (System) Properties of a TMS – Specialisation, coordination and credibility Collaborative inhibition – How it can be reduced TMS and team performance

18. SITUATION AWARENESS

19. Situation Awareness versus Situation Assessment Examples

20. Working Memory and Expertise in Situation Awareness Evidence for links between WM and SA Role of LTWM in SA

21. Levels of SA and Anticipation Endsley’s Three levels of SA – Perception – Comprehension – Projection Mechanisms by which anticipation is accomplished

22. Measuring SA and the Role of Anticipation SAGAT SPAM Implicit performance-based measures

23. PLANNING AND PROBLEM SOLVING

24. 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

25. TRAINING

26. Transfer of Training Measuring transfer – Transfer effectiveness ratio. Training system fidelity – Realism, complexity, workload and learning outcome

27. Transfer of Training Negative transfer – Similarity of stimulus and response elements between old and new task.

28. 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

29. Training Techniques and Strategies Multi-media instruction – Decreasing extraneous load – dual-coding principle Feedback Practice and overlearning Expertise effect Distribution of practice Training-transfer

30. LONG TERM MEMORY: REPRESENTATION, ORGANISATION, AND RETRIEVAL

31. 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

32. 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