Developing Expertise in Military Communications Planning: Do Verbal Reports Change with Experience?

Autor/inn/en	McIlroy, Rich C.; Stanton, Neville A.; Remington, Bob
Titel	Developing Expertise in Military Communications Planning: Do Verbal Reports Change with Experience?
Quelle	In: Behaviour & Information Technology, 31 (2012) 6, S.617-629 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-929X
DOI	10.1080/0144929X.2010.492239
Schlagwörter	Expertise; Protocol Analysis; Cognitive Processes; Military Science; Military Service; Communication Skills; Communication Strategies; Organizational Communication; Strategic Planning; Information Systems; Error Patterns; Time on Task; Usability; Cognitive Structures; Skill Analysis; Skill Development; Verbal Communication; Problem Solving + Suchen Sie Ihr Suchwort? Expert appraisal; Cognitive process; Kognitiver Prozess; Military studies; Militärwissenschaft; Militärdienst; Kommunikationsstil; Kommunikationsstrategie; Strategy; Planning; Strategie; Planung; Fehlertyp; Zeitaufwand; Cognitive structure; Kognitive Struktur; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen
Abstract	The purpose of this study was to investigate novices learning to use a mission planning system. Novice participants received one training session, followed by three test sessions. This was compared to expert performance. During the test sessions, all participants were required to "think aloud", based on Ericsson and Simon's (Ericsson, K.A. and Simon, H.A., 1993. "Protocol analysis: verbal reports as data." Revised ed. Cambridge, MA: The MIT Press) description of the technique. Objective measures of time to complete the task, number of errors made, mouse travel and number of mouse clicks were also recorded. It was hypothesised that error, time and mouse data would reflect the acquisition of skill and improved problem-solving abilities. The verbal data were analysed in an exploratory fashion to see what changes individuals experienced. The results of the study showed that participants acquired a level of skill across sessions, and that the cognitive processes reflected in the verbal protocols changed as a function of this skill acquisition. These changes in cognitive processing mirrored a number of the differences between novices and experts. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10