Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training |
Contents
| 1 | |
| 15 | |
MODELS OF RULE AUTOMATION | 31 |
MODELS OF SCHEMA ACQUISITION | 47 |
TRANSFER AND REFLECTIVE EXPERTISE | 65 |
ANALYZING COMPLEX COGNITIVE SKILLS | 79 |
ANALYZING RECURRENT CONSTITUENT SKILLS | 101 |
ANALYZING PREREQUISITE KNOWLEDGE | 117 |
PROMOTING COMPILATION | 195 |
JUSTINTIME INFORMATION PRESENTATION | 215 |
PROMOTING ELABORATION AND UNDERSTANDING | 237 |
DEVELOPMENT OF LEARNING ENVIRONMENTS | 265 |
SOME FINAL REMARKS | 285 |
| 295 | |
GLOSSARY | 311 |
| 325 | |
ANALYZING SUPPORTIVE KNOWLEDGE AND MENTAL MODELS | 131 |
ANALYZING STRATEGIC KNOWLEDGE AND MESOLEVEL SEQUENCING | 149 |
TRAINING DESIGN FOR COMPLEX COGNITIVE SKILLS | 169 |
Common terms and phrases
4C/ID-model algorithmic analysis of supportive analyzing applied cognitive load cognitive schemata cognitive units common complex cognitive skill computer programs concept maps concepts conceptual models context conventional problems declarative knowledge declarative memory described domain elaboration extraneous cognitive load feedback goal goal-plan hierarchies heuristics identified instance instructional design instructional strategies JIT information presentation learners learning environments learning processes macro-level sequencing mental models Merriënboer meso-level sequencing micro-level modeling examples non-recurrent aspects non-recurrent constituent skills part-of part-task practice particular performance of non-recurrent performance of recurrent plans practice items prerequisite knowledge principled skill decomposition problem formats problem solving procedural knowledge procedural steps reach recurrent aspects recurrent constituent skills recurrent skills reflective expertise relationships relevant rule automation rule-based schema acquisition schema-based skill cluster solution specify steps or rules strategic knowledge structures subgoals supportive and strategic supportive knowledge task analysis training program typically whole-task practice whole-task problems worked-out examples