Psy 281 Exam 3

Front 1

learning process steps

Back 1

declarative knowledge: facts, verbalize info, memorize info; slow and error prone
knowledge compliance: acquired as result of learning; cognitive and motor processes for tasks; faster and more accurate
procedural knowledge: how to use info to address problem, automation

Front 2

overlearning

Back 2

practice even after mastered it
becomes second nature
automation
ex. military assembling weapons

Front 3

size of unit

Back 3

whole v. part learning
train whole task if task is highly organized, coherent, interdependent
train parts if complex, low organization, less intimidating, automate easier tasks

Front 4

distributed v. masses practice

Back 4

distributed: training divided into segments with rest pds between

Front 5

meaningfulness of material

Back 5

1.present overview
2.present in way that easily understood
3.sequencing, consider background info

Front 6

feedback

Back 6

-best when immediate
-frequent
-positive and negative

Front 7

on the job training

Back 7

learn to do job by actually doing it; most common form

disadvantages: unstructured, mistakes

advantages: transfer

Front 8

job rotation

Back 8

assigned to variety of departments

advantages: learn about organization, networking, experiential learning, flexibility

disad: reluctance to transfer out of best jobs, trainee cant be best suited for all jobs

Front 9

apprenticeship training

Back 9

combo of on-the-job and classroom

ad: individualized attention, combo of methods to enable transfer
dis:time intensive, typically 2-5 years

Front 10

lectures

Back 10

most common,
ad:efficiently train large numbers of trainees, relatively inexpensive, good for obtaining knowledge
dis: not good for skill acquisition, fosters passive environment (1 way comm)

Front 11

computer based training

Back 11

ad: trainee doesnt have to be at specific location, individualized learning, reduced training time
dis: expensive start-up costs, many skip and use only half the time

Front 12

simulations and role playing

Back 12

for real world characteristics

ad: develop motor skills, management skills, decision making skills safety, transfer if fidelity is high

disad: expensive

Front 13

reaction criteria

Back 13

1. affective reactions: general impressions about training, face validity

2.utility judgments: feelings about usefulness, how much feel training will transfer back to job

Front 14

learning criteria

Back 14

measured by knowledge tests or trainer's ratings
1. immediate knowledge learned
2. knowledge retention
3. behavior/skill demonstration

Front 15

behavior criteria

Back 15

external criteria

objective measures of new beh exhibited on the job after training

Front 16

results criteria

Back 16

economic value of training program, external

compare costs v. benefits

Front 17

meta analysis results

Back 17

affective and utility reactions more highly correlated with each other than any other pair of criteria

utility reactions more highly correlated with job performance than affective reasoning, immediate knowledge learned, knowledge retention