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Summary
Pages 10-22

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From page 10...
... In some cases, a small body of research has accumulated; for example, thought suppression. In other cases, the research has not made direct connections with issues of performance; for example, the chapter on socially induced affect.
From page 11...
... Delayed and intermittent feedback may produce superior performance because it allows learners to detect and correct errors (Druckman and Bjork, l991:Ch.3~. The evidence reviewed since that report supports this conclusion; it also shows that delayed and intermittent feedback diminishes reliance on extrinsic feedback.
From page 12...
... ; the cooperation episode, which may include such aids as worksheets, visual displays, and computer assistance; postcooperation activities in which group members examine how they have functioned; and outcome assessments of knowledge and skill acquisition. Little empirical attention has been given to the effect of pretraining in the precooperation stage, to the use of task aids in the cooperative phase, to the effects of self-analysis on subsequent activities, or to transfer to other tasks during the outcome assessment.
From page 13...
... Adults may not benefit from cooperative approaches in the same manner as do children, and there is a need to take into account the complexity of most adult learning tasks and to augment the cooperative experience with appropriate aids. Unlike many children, adults may be skeptical of attempts to manipulate the learning environment; they need to understand precisely the purpose of the intrusion and to perceive the benefits likely to result from the experience.
From page 14...
... Team Development Team-building interventions may boost morale and enhance team cohesion, but they have less effect on team performance, which is influenced more by contextual and organizational factors. Although further research is needed, these findings suggest caution be used in claiming that the techniques benefit performance.
From page 15...
... Team variables exert stronger influences on the performance of individuals in teams than do member characteristics. However, the social processes of interaction, coordination, and cohesion are critical determinants of the way that team inputs (task characteristics and team resources)
From page 16...
... Of particular interest is the way that altered states may affect performance. We cover processes related to building self-confidence, hypnosis, restricted environmental stimulation, meditation, and sleep learning.
From page 17...
... A third suggestion is to help learners to attribute their success to skill improvement or hard work and their sub-par performances to a lack of effort, a lack of sufficient practice time, or the use of inappropriate strategies. And a fourth suggestion is to make rewards contingent on performance rather than given simply for participation or distributed in the context of competitions that heighten social comparisons.
From page 18...
... Hypnotized subjects may believe that they are doing better, and this belief may have positive motivational implications for performance; however, the subjective experience of performance enhancement due to hypnosis appears to be illusory. Transcendental Meditation Transcendental meditation has been promoted as a technique for enhancing performance, largely by reducing the deleterious effects of stress.
From page 19...
... Although some degree of sleep learning may be possible, it is likely to be inefficient and to have detrimental effects on a person's subsequent waking performance. NEW DIRECTIONS Chapters 10 and 11 present new directions for future research and application on two topics that have recently been considered more closely in relation to enhancing human performance: socially induced affect and thought suppression.
From page 20...
... The research challenge is to discover ways to forget unneeded information without suffering the troubling effects of thought suppression. IMPEDIMENTS TO EFFECTIVE TRAINING In the epilogue the committee discusses institutional impediments to effective training.
From page 21...
... Similarly, the failure to view teaching itself as a difficult skill to be learned leads organizations to recruit experts in a given domain without regard to their experience as teachers. In addition, there is the tendency of organizations to design administrative structures that isolate instructors or put them in competition with each other.


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