Recent experimental studies in managementflight simulators showed a dissociation between task performance and learning:subjects’ performance was significantly improved through practice, but verylittle deeper learning was detected. A theoretical framework is developed toexplain the dissociation. That is, the cognitive strategies really used bysubjects, e.g. Situations matching, feedback control and feedforward control are different from the normative cognitive strategy ofmental model simulation expected by researchers. Methods to overcome thedissociation are suggested and demonstrated by two experimental studies. Basedon the discussion and the experimental results, we found that considerations ofcognitive strategies and task salience are very important dimensions fordesigning effective learning environment of management flight simulators.

This is the whole item.

Date created

• 1994

Type

• Document

Processing Activity

• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

  
  Contact Us for questions or additional rights.

ITEM CONTEXT

Part of

fe35db792b573af835d96e6eba4759cd

Scope and Contents

Part of

c060552994c1527f70693734935660f1

Scope and Contents

Part of

23d738ba88f8333bc39725f9cb5bd0b8

Scope and Contents

Collection

System Dynamic Society Records

Scope and Contents

Collecting area

• This collection is part of the University Archives