Neal Andrew, Godley Stuart T, Kirkpatrick Terry, Dewsnap Graham, Joung Wendy, Hesketh Beryl
Key Centre for Human Factors, School of Psychology, The University of Queensland, Brisbane, QLD, Australia.
J Appl Psychol. 2006 Nov;91(6):1276-91. doi: 10.1037/0021-9010.91.6.1276.
Three experiments are reported that examined the process by which trainees learn decision-making skills during a critical incident training program. Formal theories of category learning were used to identify two processes that may be responsible for the acquisition of decision-making skills: rule learning and exemplar learning. Experiments 1 and 2 used the process dissociation procedure (L. L. Jacoby, 1998) to evaluate the contribution of these processes to performance. The results suggest that trainees used a mixture of rule and exemplar learning. Furthermore, these learning processes were influenced by different aspects of training structure and design. The goal of Experiment 3 was to develop training techniques that enable trainees to use a rule adaptively. Trainees were tested on cases that represented exceptions to the rule. Unexpectedly, the results suggest that providing general instruction regarding the kinds of conditions in which a decision rule does not apply caused them to fixate on the specific conditions mentioned and impaired their ability to identify other conditions in which the rule might not apply. The theoretical, methodological, and practical implications of the results are discussed.
本文报告了三项实验，这些实验考察了学员在关键事件培训项目中学习决策技能的过程。类别学习的形式理论被用于识别可能导致决策技能习得的两个过程：规则学习和范例学习。实验1和实验2使用过程分离程序（L. L. 雅各比，1998）来评估这些过程对绩效的贡献。结果表明，学员使用了规则学习和范例学习相结合的方式。此外，这些学习过程受到培训结构和设计的不同方面的影响。实验3的目标是开发培训技术，使学员能够适应性地使用规则。对学员进行了关于代表规则例外情况的案例测试。出乎意料的是，结果表明，提供关于决策规则不适用的条件类型的一般指导，会使他们专注于所提及的特定条件，并损害他们识别规则可能不适用的其他条件的能力。文中讨论了这些结果的理论、方法和实际意义。
