Learning, Remembering, Believing Enhancing Human Performance (1994) / Chapter Skim
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Pages 3-9
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From page 3... ...
In continuing its work, the committee in this book examines recent research in learning, memory and cognition, emotions, and social and team processes and their implications for application. The committee pays less attention to the applied research on training and learning in work organizations, including work done in industrial settings on technology issues (e.g., Goldstein, 1993~.
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And we continue to subscribe to the philosophy of evaluation enunciated in the committee's first book, Enhancing Human Performance (Druckman and Swets, 1988~: for basic research, we ask whether inferences made about causation are warranted; for applied research, we ask whether a program has been evaluated in a field setting and, if so, whether it is cost-effective. The committee's work has evolved from evaluating techniques about which there are optimistic claims for improvement to focusing on the implications of fundamental psychological or social-psychological processes underlying performance.
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From page 5... ...
Continuing our emphasis on fundamental processes, this volume examines such topics as cooperative learning, team building, the relation between self-confidence and motivation to perform, the transmission of affect in social situations, and implications of.thought suppression. But it also retains its interest in techniques accompanied by strong claims: such "techniques" as hypnosis and restricted environmental stimulation are evaluated, and we revisit issues concerning meditation and sleep learning, topics taken up in earlier phases of the committee's work.
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From page 6... ...
Our treatment of socially induced affect, which refers to an emotional experience in one person induced by someone else's visible emotions, draws on themes of social influence and nonverbal communication that were explored in our earlier work. Documented by extensive laboratory research, socially induced affect has several practical implications for performance: these implications are illustrated in the chapter; they have not yet been demonstrated in research.
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From page 7... ...
Indeed, the committee grapples with the relative emphases to be placed on individual or social learning and performance, focusing our "lens" somewhere between the extreme positions that all learning is, ultimately, an isolated individual process and that all learning is a social process. The interplay between individual and social processes is more explicitly recognized in this book than in our previous work.
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From page 8... ...
According to the Cartesian dualist view, human brains are unable to accomplish understanding all by themselves; immaterial processes must be invoked to provide a full explanation. For many scientists, the materialist position that human brains are responsible on their own is acceptable; advances in neuroscience and related disciplines are moving some scientists closer to the realization that "understanding is somehow achieved by a process composed of interactions between a host of subsystems none of which understand a thing by themselves" (Dennett, 1991:438-439~.
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From page 9... ...
With regard to individuals, we examine alternative programs for developing self-confidence, popular methods for inducing those special states of consciousness needed to deal with major challenges or to overcome obstacles to achieving goals, and call attention to some problems associated with a particular mental-control strategy. With regard to teams, we consider the possibility that leaders, by their own facial and bodily expressions, may induce positive emotions in members that contribute to improved team performance.
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