Learner Strategies and Aptitude Treatment Interactions on Psychomotor Tasks in Technical Schools.

Autor/inn/en	van der Sanden, Johan M. M.; Schouten, Tony A.
Titel	Learner Strategies and Aptitude Treatment Interactions on Psychomotor Tasks in Technical Schools.
Quelle	(1985), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aptitude Treatment Interaction; Cognitive Processes; Cognitive Style; Factor Analysis; Field Dependence Independence; Foreign Countries; Learning Modalities; Learning Strategies; Locus of Control; Manipulative Materials; Mechanical Skills; Perceptual Motor Learning; Psychomotor Skills; Regression (Statistics); Secondary Education; Spatial Ability; Student Characteristics; Trade and Industrial Education; Netherlands + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Faktorenanalyse; Ausland; Lernumgebung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hilfsmittel; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Psychomotorische Aktivität; Regression; Regressionsanalyse; Sekundarbereich; Räumliches Vorstellungsvermögen; Gewerblich-industrielle Ausbildung; Niederlande
Abstract	Research was performed in lower grade technical schools in the Netherlands to study complex psychomotor tasks requiring integration of several task-dependent skills. In two studies, students were observed performing metal work. They were assigned to instructional conditions of high, intermediate or low structure. Students in the high-structure condition had to perform the task according to a teacher-provided plan, which specified a list of actions students were required to follow. Students in the low-structure condition were given nothing but a design of the product, and they had to decide upon all necessary operations. On the average, high-ability students made better products in less time and used a relatively smaller part of that time for orienting activities than low-ability students. High-ability students performed worst under high-structure conditions, whereas low-ability students performed best under these conditions. A third study involved the performance of a wiring task. No instructions were given. Two strategies could be distinguished--a goal-directed strategy and a trial and error strategy. A tentative hypothesis involving a positive relation between spatial-technical ability and goal-directed strategy was derived. (LMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC