Learning and Individual Differences: An Ability/Information-Processing Framework for Skill Acquisition. Final Report.

Autor/in	Ackerman, Phillip L.
Institution	Minnesota Univ., Minneapolis. Dept. of Psychology.
Titel	Learning and Individual Differences: An Ability/Information-Processing Framework for Skill Acquisition. Final Report.
Quelle	(1993), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Air Traffic Control; Cognitive Ability; Cognitive Processes; Individual Differences; Intelligence; Learning Theories; Performance; Personality Traits; Personnel Selection; Skill Development; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Individueller Unterschied; Intelligenz; Klugheit; Learning theory; Lerntheorie; Achievement; Leistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personalauswahl; Personalentscheidung; Kompetenzentwicklung; Qualifikationsentwicklung; Theorie-Praxis-Beziehung
Abstract	A program of theoretical and empirical research focusing on the ability determinants of individual differences in skill acquisition is reviewed. An integrative framework for information-processing and cognitive ability determinants of skills is reviewed, along with principles for ability-skill relations. Experimental manipulations were used to evaluate the cognitive ability demands associated with information processing parameters of skilled performance. Experiments described include basic information processing (a noun-pair look-up task) and complex problem solving decision making (a terminal radar approach control simulation task--TRACON). Generalization and applications to the public sector (development of an ability-based selection battery for Federal Aviation Administration air traffic controllers) are described briefly. Finally, new theoretical and empirical developments regarding the construct of intelligence as typical performance, and general personality-ability relations are described. Ten figures and one table summarize study results. A list of 80 references is included. Appendix A contains a table of noun-pair results (one figure), and Appendix B described the TRACON task (one figure). (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC