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Index
A
Abstract instruction, 11, 26, 33, 34, 36-39, 56
Accountability, 16, 141, 144, 156-157, 165, 166, 168
ACT (Adoptive Control of Thought) model, 28-29
Affective processes. See Mental and emotional states; Socially induced affect
Age regression, 226-227
Algorithmic transfer, 30-31, 37
Altered states of consciousness, 8, 17-19, 207-208, 246
see also Hypnosis; Restricted environmental stimulation; Sleep learning; Transcendental meditation
Amnesia, 74-75
Analogical transfer, 29, 32, 43
based on irrelevant or ambiguous detail, 61-62
Anchored instruction, 39
Anesthesia, hypnotic, 18, 210-214, 247
Anxiety
and self-confidence, 17, 201-203
and socially induced affect, 275
and thought suppression and confrontation, 20, 278, 290, 293
and transcendental meditation, 18, 234-235
Attention, and socially induced affect, 267-268
Attributional processes, 7, 68
and self-confidence, 17, 179, 182, 191
and team confidence, 185-186
Automatic processing, 48-49
Auxiliary thought suppression, 277, 293n
B
Bargaining. See Negotiation and bargaining
Basic skills and training, 35
Behavioral patterns
modeling of in team training, 152
and self-confidence, 180-181
Bodily expressions. See Facial expressions; Nonverbal expressions
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C
California Psychological Inventory, 209
CAMS activities, 102-103
Career counseling, 298-299
Catharsis, 289
Causal attributions
and self-confidence, 17, 179, 182, 191
and team confidence, 185-186
Cognitive consistency theories, 259-260
Cognitive processes and mechanisms, 7, 28-30
in cooperative learning, 13, 102, 107
in self-confidence, 17
subjective experience, 60-65, 66, 68
Cohesiveness in groups, 7, 13, 14, 15, 19, 118, 119, 129, 186
and cooperative learning, 88
and interteam relations, 14, 130-131, 137-138, 169
and socially induced affect, 273-274
Cohort team training, 16, 140, 163
Collective efficacy. See Team confidence
Combat simulation, 8, 36, 52, 53, 139n, 300
Communication processes, 19, 200-201
among instructors, 21, 303, 306
in cooperative learning, 97, 100-101, 105
see also Feedback
among instructors, 21, 303, 305-306
Comprehension. See Illusions of comprehension and control
Computer-assisted training, 303
in cooperative learning, 12, 13, 93, 95, 105, 107
in team settings, 144, 150-151
Computer skills, 305
Concentration on unwanted thoughts, 288-289
Conceptual understanding, 16, 56, 145-147
Concurrent feedback, 50-51
Condition-action rules, 29
see also Altered states of consciousness
Consumer-oriented improvement methods, 5, 278
Contextual interference, 41-42, 43-44
Contextual variables, 7
in self-confidence, 192-194
in team settings, 13, 14, 118-121
Controversy, 164
see also Team training
Cooperative learning, 5, 7, 12-13, 83-84, 106-107, 140, 249
application to adults, 13, 96-111
basic theory and research findings, 13, 87-96
cognitive-developmental theory in, 12, 87-88, 92-93, 97, 99
communication aids in, 12, 13, 105, 107
costs and benefits, 110-111
group rewards in, 13, 87, 90-92, 97, 99-101, 107
and individual differences, 96, 106
positive interdependence in, 84-85, 88, 90-91
principles of, 84-87
processing and discussion among members, 86, 93, 95, 107
research needs, 107-108
scripting in, 12, 13, 93, 95, 97, 99-107
social-behavioral theory in, 12, 87, 90-92, 97
Coping confidence, 201-203
Counseling programs, 296, 298-299
D
Decision making, 164
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Delayed feedback, 11, 50, 51, 56
Depression, 20, 278, 288, 291-292, 293
Desert battle training, 36, 53
Directed forgetting, 281-282, 283, 292
Disasters, 289-290
Dispute-management training, 297
Duration training, 43-44
E
Educational games. See Interactive games
Emotional states. See Emotion dishabituation; Mental and emotional states
Emotion dishabituation, 20, 286-288
Empathy, 258
Endurance, hypnotic effects, 18, 214-218, 247
Environmental context, 39-40
see also Institutional impediments to training
Errors in training, 21, 72, 299-300, 301
Escalante, Jaime, 302-303
Expectancy-by-value theories, 175
Extrinsic feedback, 11, 50, 56
F
Face-to-face interaction, 13, 15, 86, 151, 155-156, 166, 168
Facial expressions, 151
of instructors, 268
in negotiation, 271-272
and socially induced affect, 9, 57, 261-263, 264, 268, 274-275, 276n
False consensus effect, 60-61
hypnotically induced, 225, 226, 228, 229
Fatigue, 25
hypnosis effects, 18, 214, 247
and thought suppression and confrontation, 20, 293
and self-confidence, 190-191, 198, 200
in team settings, 14, 16, 114, 116, 148, 165
to training providers, 301-302, 303
Feeling-of-knowing judgments, 68-69
Feynman effect, 70
Flight performance and training part-task methods, 45, 46, 47
and socially induced affect, 266-267
Forensic hypnosis, 225, 228-230
Fractionating of tasks, 46, 47
G
Games. See Interactive games
Goal-setting, in self-confidence, 192-194, 198
Group processing, 16, 141, 148, 157-158, 166
in cooperative learning, 86, 93, 95, 107
Group rewards, 13, 87, 90-92, 97, 99-101, 107
H
Habit suppression, 18, 247, 293n
Helping behavior, 273
Horizontal transfer, 26
Hypnosis, 5, 6, 18, 208-210, 246, 247
and learning, 18, 218-220, 247
and memory, 18, 78, 224-230, 247
in pain control, 18, 210-214, 247
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susceptibility to, 18, 209-210, 248n
and time perception, 218-219, 223-224
I
Identical elements in training and tasks, 11, 26-33, 47, 56
Illusions of comprehension and control, 6, 11-12, 57-59, 302
in self-monitoring of learning, 65-74
see also Subjective experience
Illusions of remembering, 57-59, 80
memory without remembering, 61, 74-76
see also False memories
Immediate feedback, 50
Incidental context, 39
Individual processes, 5, 7, 10-12, 23, 140
and cooperative learning, 12-13, 88, 90, 95, 106
learning and remembering, 10-12
in team settings, 140, 141, 143, 166
see also Illusions of comprehension and control; Transfer of skills
Influential context, 39
Innate-ability fallacy, 21, 298-299, 301
and teaching ability, 303, 304
Instance-based retrieval, 30-31
Institutional impediments to training, 6, 7, 20-21, 295, 306
innate-ability fallacy, 21, 298-299, 301
misunderstood aspects of training, 21, 299-303, 306
perception of value, 21, 296-298
for teachers, 303-306
Instructors, 21, 168-169, 303-305
and administrative structures, 21, 303, 305-306
confidence ratings, 196
in cooperative learning, 93, 95, 105, 107, 108, 109, 110
measures of effectiveness, 301-303
and socially induced affect, 9, 268-270, 274-275
and subjective experience, 63, 66, 68, 70, 80
Intentional forgetting, 281-282, 283, 292
Interactive games, 15, 132-136, 137
Interdependence, 7, 8, 16, 141, 153-155, 166
in cooperative learning, 84-85, 87, 88, 90-91, 92, 99
Interteam relations, 13-14, 129-132, 137-138
Isolation, of instructors, 21, 305
J
Justice motives, 259-260
K
L
Law School Admissions Test (LSAT), 68
Lawsuits, 297
Learned helplessness, 175, 176
Length of training, 11, 47-49, 56
Level of aspiration, 177-178, 182
Like and dislike, 161, 269-270, 273, 275
Los Angeles Police Department, 36, 296, 297
M
Maintenance of skills, 140
Mass hysteria, 272
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Measures of training effectiveness, 301-303
Meditation, 5, 6, 8, 171, 230-231, 234
and socially induced affect, 275
Memory, 7
environmental influences, 39-40, 282, 283
and hypnosis, 18, 78, 224-230, 247
and illusions of comprehension, 70
and sleep learning, 247
without remembering, 61, 74-76
see also Declarative knowledge; False memories; Illusions of remembering; Procedural knowledge; Thought suppression
Mental and emotional states, 7, 8, 16-19, 171
in team settings, 16, 141, 149-150, 162-163, 166
see also Altered states of consciousness; Cognitive processes and mechanisms; Consciousness; Emotion dishabituation; Memory; Motivational processes; Self-confidence; Socially induced affect; Thought suppression
Metacognition, 7, 14, 91, 102, 103, 122-124, 265
Military training, 8-9, 54-55, 124, 300
combat simulation, 8, 36, 52, 53, 139n, 300
Mimicry, 19, 168, 256, 261-263, 268-269, 274-275
Minnesota Multiphasic Personality
Inventory, 209
Models. See Role models and self- confidence; Shared mental models; Socially induced affect; Vicarious information
Morale, 14;
see also Team building and development
self-confidence, 5, 17, 173, 181-184
in team settings, 144-145, 204-205
Motor skills
and mood, 265-266
see also Transcendental meditation transfer processes, 29-30
Myers Briggs Type Indicator, 298-299
N
National Training Center, California,36, 53, 300
Negative feelings, 265-266
and group panic, 272
socially induced affect, 267-268, 269, 274, 275
Negative transfer, 26, 45, 47, 49, 51
Negligent retention, 301
Negotiation and bargaining, 14
intraorganizational, 120-121, 130-131, 138
and socially induced affect, 270-272, 275
Nonhypnotic stress inoculation, 18
Nonverbal expressions
in negotiation, 271-272
and socially induced affect, 9, 19, 57, 264
see also Facial expressions
Nuclear power industry training, 301
Nuclear Training Center, Connecticut, 297
O
Objective bases for judgment, 64
Obsessive thoughts, 278
suppression and confrontation, 20, 278, 291, 293
Opposing force (OPFOR) regiment, 300
Organizational factors. See Cultural influences; Institutional impediments to training; Interteam relations; Team building and development; Team performance; Team training
Outshining hypothesis, 40
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P
Pain
hypnotic control of, 18, 210-214, 247
and thought suppression, 287
Paramnesia, 226
Participant-modeling, 187-188
Part-to-whole training, 11, 26, 44-47, 56
Pattern identification, 39
Peer relationships, in team settings, 16, 141, 148-150, 161-162, 166
see also Cooperative learning
Perceptual processes
distortions and team identification, 14
hypnosis impacts, 220-223
and mood, 265
part-task training, 46
and perceived competence, 174
Persuasion techniques
and self-confidence, 17, 189-190, 199-201
in socially induced affect, 268-270, 274-275
Phase training, 43-44
Phobias, 187, 188, 189, 288, 290
Physiological effects, 276n
of altered states of consciousness, 207, 208
on self-confidence, 180, 191-192
of socially induced affect, 275
Positive attitudes and feelings, 265-266
and group panic, 272
socially induced affect, 266-267, 269, 274, 275
in team training settings, 149-150
Positive communication, 200-201
Positive interdependence. See Interdependence
Positive transfer, 26, 45, 49, 51-52
Posttraining performance, 141, 164-166, 168, 301-302, 303
Procedural knowledge
and team training, 147-148, 166
Professional identification
and team training, 151-152
Progressive part task recombination, 46
Promotive interaction, 16, 141, 155-156, 166, 168
Pseudomemories. See False memories
Psychotherapy
and false memory, 79
and thought suppression and confrontation, 279, 290-292, 293
Pure-part task recombination, 46
R
Readiness for training or performance, 8-9, 17
Real-world models, 37
Reinstatement hypothesis, 40
Relaxation, 277
and restricted environmental
stimulation, 239
and transcendental meditation, 18, 234
Remembering. See Illusions of remembering; Memory
REM (rapid eye movement) sleep, 244, 245
Repetitive part task recombination, 46
Research activities and evaluation, 4-5, 7, 10
teachers' use of, 303
Restricted environmental stimulation (REST), 5, 6, 8, 18, 236-243, 247
Retraining programs, 296
Revivication, 227
Rewards group, 13, 87, 90-92, 97, 99-101, 107
Role models, and self-confidence, 17, 187-188, 198-199
Rote motor tasks, 56
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S
Schematic knowledge representation, 42-43
School settings, 34, 35, 37, 39, 66, 196
Scripting, 12, 13, 93, 95, 97, 99-107
Segmenting of tasks, 46
Self-assessment. See Illusions of comprehension and control; Self-monitoring; Subjective experience
Self-concept, 175-176
Self-confidence, 6, 16-17, 171, 173-178
contextual influences, 192-194
and motivation, 5, 17, 173, 181-184
research needs, 203-206
research summaries, 187-203
role of feedback, 190-191, 198, 200
techniques for enhancing, 9, 17, 197-203
see also Illusions of comprehension and control; Team confidence
Self-efficacy. See Self-confidence
Self-esteem, 176
self-help strategies, 278
and team training, 16, 163, 166
Self-help strategies, 278
Self-modeling, 199
Self-monitoring, 57-58, 65-74, 157-158, 173, 177
and evaluation of instruction, 57-58, 67-68, 80
Sensory deprivation. See Restricted environmental stimulation
Shared mental models, 7, 14, 15, 16, 124, 137, 146
Simulation devices and exercises, 11, 17, 36, 45, 52-55, 56, 132-136, 137, 138n, 144
combat training, 8, 36, 52, 53, 139n, 300
fidelity of, 11, 26, 52-55, 56
Situated learning, 7, 11, 26, 33-36, 56
Sleep learning, 5, 6, 18-19, 243-246, 247
Social competency, 16, 162-163, 166, 169
Social loafing, 186
Socially induced affect, 5, 6, 19-20, 249, 251-252, 259-260, 274-275, 275-276n
cognitive mechanisms, 256-260, 274
concordant and discordant affect, 19, 252-256, 258, 259-260, 261, 270, 274, 276n
conditioning mechanisms, 256, 260-261, 274
mechanisms of, 19, 256-265, 274
and mimicry, 168, 256, 261-263, 268-269, 274-275
performance impacts, 265-274, 275
and cooperative learning, 12-13
and subjective experience, 60-61
Social support, in team settings, 148-149, 161-162, 165, 166, 167
Stanford Hypnotic Susceptibility Scale, 209
Stereotyping, 298
Strategy development, 130-131, 138
Strength, hypnotic effects, 18, 214-218, 247
and transcendental meditation, 18, 247
Structured controversy, 101, 102, 103-105
Subconscious processes, 8;
see also Hypnosis; Thought supression
Subjective experience, 57-59, 60-65, 66, 68, 79-80
assumptions about others', 12, 60-64, 65-66, 76
as basis for judgment, 11-12, 23, 59-74, 80
Symbolic representation. See Abstract instruction
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T
Taskwork, 140, 141, 145-153, 166, 167
Team building and development, 5, 13-15, 121-125, 137-138, 168
gaming exercises, 15, 132-136, 137
and interteam relations, 13-14, 129-132, 137-138
and performance, 13-14, 81, 113-114, 125-129
and shared mental models, 7, 14, 15, 16, 124, 137, 146
Team confidence, 184-186, 195-197, 204-206
Team performance, 5, 12-16, 81, 137-138
contextual variables, 13, 118-121
determinants of, 115-121
and part-task training of individuals, 45
and socially induced affect, 273-274
see also Cooperative learning; Interteam relations; Team building and development; Team confidence; Team training
Team training, 7, 15-16, 83, 140-143, 166
accountability in, 16, 141, 144, 156-157, 165, 166, 168
changes in group structure and dynamics, 141, 163-164, 166
of cohort groups, 16, 140, 163
and feedback, 14, 16, 148, 165
group performance impacts, 16, 141, 159, 160
guidelines, 166-168
and individual performance, 140, 141, 159-160
individuals in, 140, 141, 143, 166
inputs, 15-16, 140-141, 143-145, 166-167
mediating processes, 13, 15, 16, 141, 153-158, 166, 168-169
obstacles to, 168-169
outcomes, 15, 16, 141, 158-166, 167-168
peer relationships impacts, 16, 141, 148-150, 161-162, 166
positive interdependence in, 8, 16, 141, 153-155, 166
posttraining activities, 141, 164-166, 168
preparation, 141, 144-145, 166
processing and discussion among members, 16, 141, 148, 157-158, 166
promotive interaction in, 16, 141, 155-156, 166, 168
psychological health impacts, 16, 141, 149-150, 162-163, 166
resources, 15, 16, 140, 144, 166
task characteristics, 15, 141, 144, 166
taskwork versus teamwork orientation, 140, 141, 152-153, 166, 167
training processes, 15, 141, 145-153, 166
Teamwork, 140, 141, 152-153, 166, 167
Thought patterns, and self-confidence, 181-183
Thought rebound, 283-286
Thought suppression, 5, 6, 8, 20, 249, 277-278, 292-293
alternatives to, 20, 288-292, 293
consequences of, 283-288
effectiveness of, 279-283
of emotional topics, 286-288, 292
motivation for, 278-279
research needs, 20
Time perception, and hypnosis, 218-219, 223-224
Training, definition of, 140, 166
Transcendental meditation (TM), 6, 18, 231-236, 247
physiological effects, 18, 233-234
research status, 18
theory, 232-233
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contextual issues, 26, 33-36, 39-40, 56
and cooperative learning, 13, 95-96, 106, 107
failure in, 26, 45, 47, 49, 51, 55, 301
by identical elements, 26-36, 56
and length of training, 11, 47-49, 56
part-to-whole training, 11, 26, 44-47, 56
prediction of, 51-52
and simulation exercises, 11, 36, 45, 52-55, 56
from team settings, 159-160, 164-165, 167
and variable practice, 11, 25-26, 41-44, 56, 73-74
U
Unconscious plagiarism, 74, 75, 80
V
Variable practice training, 11, 25-26, 41-44, 56, 73-74, 299
Vertical transfer. See Part-to-wholetraining
Vicarious information
in self-confidence, 179, 180, 188-189
in socially induced affect, 255, 256, 258
Visual aids and displays, 12, 13, 95, 105, 107
W
Z
Zeigarnik effect, 274