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Results for “Task Performance and Analysis”

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At least 163 records · Page 9Linked to original sources
PubMed1992

Cognitive simulation as a tool for cognitive task analysis.

Cognitive simulations are runnable computer programs that represent models of human cognitive activities. We show how one cognitive simulation built as a model of some of the cognitive processes involved in dynamic fault management can be used in conjunction with small-scale empirical data on human performance to uncover the cognitive demands of a task, to identify where intention errors are likely to occur, and to point to improvements in the person-machine system. The simulation, called Cognitive Environment Simulation or CES, has been exercised on several nuclear power plant accident scenarios. Here we report one case to illustrate how a cognitive simulation tool such as CES can be used to clarify the cognitive demands of a problem-solving situation as part of a cognitive task analysis.

Cognition↗
PubMed1990

The roles of clinical psychologists: a comparison of faculty models and student practicuum roles.

This article focuses on the definition of faculty education and training models, as compared to student field placement job roles. Both faculty models and student roles are described in terms of tasks and job skills that were judged important. An inverse factor analysis was performed for the task importance judgements, separately for the faculty sample and the student sample. Group membership was used to calculate both task and job skill profiles. Those profiles were compared to determine the similarities and differences between the faculty and student models. Overall, there is a lack of similarity between faculty members' education and training models and student field placement job roles, as identified by the multidomain job analysis technique. One must conclude either that the faculty models represent a developmental view, rather than the current reality as represented by field placement jobs, or that those jobs are artificial roles that are irrelevant insofar as education and training are concerned.

Curriculum↗
PubMed1992

The contribution of elaborative processing to the contextual interference effect.

This study examined the influence of supplemental intertask and intratask processing on the retention of three motor sequences practiced in conditions of high and low contextual interference. Subjects practiced in either a blocked or random practice format and experienced additional intratask processing, intertask processing, or no additional processing. Each of three movement sequences were practiced for 18 trials. The subjects were required to perform the sequences as fast and as accurately as possible. Retention performance and recall of the movement sequences were assessed after a 21-day retention interval. The results replicated those of Wright (1991), indicating a benefit for individuals engaging intertask processing during a low contextual interference practice condition. Furthermore, supplementing random practice with additional intertask processing not only slowed the rate of task acquisition, but also resulted in retention performance that was significantly poorer than that exhibited by individuals exposed to random practice with no additional processing. This suggests there may be a limit to the extent of interference that can be established during practice that will lead to a facilitation in retention performance.

Humans↗
PubMed1989

Visual evoked potential processing under acceleration stress.

A study of the use of visual evoked potentials to detect acceleration induced blackout is presented. Decisions concerning the presence or absence of the visual evoked potential within the measured EEG were made using detection and estimation-based approaches. The performance of each technique is evaluated in two ways: (a) via a performance index (PI) which is introduced in this work, and (b) by the accuracy of pure detection. Variations of the main processing techniques such as output averaging and decision thresholding were also investigated.

Acceleration↗
PubMed1982

Orienting task effects on text recall in adulthood.

This investigation examined the effects of orienting task-controlled processing on the text recall of younger (18 to 32 years), middle-aged (39 to 51 years), and older (59 to 76 years) adults. The participants were presented with a 500-word narrative text. Three groups performed orienting tasks (syntactic, stylistic, advice) within an incidental memory paradigm. A fourth group was asked for intentional recall. Analysis indicated a significant age by orienting task interaction. Younger adults recalled more propositions when recall was intentional or when it was preceded by a deep-orienting task than when it was preceded by a shallow-orienting task. Middle-aged and older adults recalled more propositions when recall was intentional than when it was incidental, regardless of the depth of the orienting task. There were no significant differences in intentional recall. In addition, a significant age x orienting task x propositional level interaction indicated that younger adults recalled more of the main ideas of the text following deep processing, whereas the middle-aged and older adults recalled more of these ideas following intentional processing.

Adolescent↗
PubMed1995

Economies of scope in physicians' work: the performance of multiple surgery.

While the fees for the large majority of physicians' services in the new Medicare Fee Schedule (MFS) are derived directly from studies of the resource costs involved, payments for one class of procedures, multiple surgery, are based instead on existing policies and conventions. Using surveys of physicians, we measured the work and time involved in performing 146 multiple surgeries. We found economies of scope exist in performing these services, particularly during the preoperative and postoperative periods. We also found some differences in economies across procedures. Based on our findings, we propose payment policies for multiple surgery.

Fee Schedules↗