Chapter 7: Memory and Training

Slide Template

WORKING MEMORY

Representation of working memory

• Encoding• Storage • Retrieval

Working memory model

• Phonological loop• Visuo-spatial sketchpad• Central executive • Episodic buffer.

Working Memory Interference

• Code Interference– Verbal-phonetic versus visual-spatial code

interference• Interference in the Central Executive – Central-executive intensive tasks (random number

generation)

Working Memory, the Central Executive and Executive Control

• Working memory capacity• Role of central executive in executive control

Matching Display with Working Memory Code

• Stimulus/central processing/response compatibility.

• Echoic and iconic memory

Limitations of Working Memory

• Duration– Brown Peterson paradigm.

• Capacity – Relationship with speed of rehearsal. – Magic number 7 +/- 2. �

• Chunking– Chunks of information – Parsing

INTERFERENCE & CONFUSION

Proactive and Retroactive Interference

• Relationship between interference, and space and similarity

• Implications of design– Working memory analysis

EXPERTISE AND MEMORY

Expertise

• General characteristics• Intrinsic versus contrived tasks

Expertise and Chunking

• Template theory and chunking• Chunking strategies• Novice versus expert differences

Skilled Memory and Long Term Working Memory

• Limitations of chunking based accounts• Long-term working memory theory

EVERYDAY MEMORY

Prospective Memory

• Effects of delay on PM performance• PM and motivation• Implementation intention and strategies to

improve PM

Transactive Memory (System)

• Properties of a TMS – Specialisation, coordination and credibility

• Collaborative inhibition – How it can be reduced

• TMS and team performance

SITUATION AWARENESS

Situation Awareness versus Situation Assessment

• Examples

Working Memory and Expertise in Situation Awareness

• Evidence for links between WM and SA• Role of LTWM in SA

Levels of SA and Anticipation

• Endsley’s Three levels of SA– Perception– Comprehension – Projection

• Mechanisms by which anticipation is accomplished

Measuring SA and the Role of Anticipation

• SAGAT• SPAM• Implicit performance-based measures

PLANNING AND PROBLEM SOLVING

Planning and Problem Solving

• Role of working memory and difficulty• Satisficing problem solving and opportunistic

planning• Supporting planning and problem solving– Visualisation

• Heuristic strategies in problem solving• Training to support team problem solving – Heterogeneous and homogeneous pairs

TRAINING

Transfer of Training

• Measuring transfer– Transfer effectiveness ratio.

• Training system fidelity – Realism, complexity, workload and learning outcome

Transfer of Training

• Negative transfer – Similarity of stimulus and response elements

between old and new task.

Training Techniques and Strategies• Cognitive Load Theory

– Intrinsic load, germane load and extraneous load• Training support and error prevention: Reducing intrinsic load

– Worked examples and scaffolding• Task simplification

– Reducing intrinsic load – adaptive training• Part task training

– Reducing intrinsic load – fractionation (task), segmentation (task), time sharing skills, and variable priority training

• Active learning– Increasing germane load – generation effect, and active versus passive

learning

Training Techniques and Strategies

• Multi-media instruction– Decreasing extraneous load – dual-coding

principle• Feedback• Practice and overlearning• Expertise effect• Distribution of practice• Training-transfer

LONG TERM MEMORY: REPRESENTATION, ORGANISATION, AND RETRIEVAL

Knowledge Representation• Procedural versus declarative knowledge• Implicit, semantic and episodic memory• Knowledge elicitation to extract domain knowledge from

experts• Knowledge organisation

– Implications for design of menus• Mental model

– Role, novice versus expert differences• Methods for representing long-term knowledge

– Work domain analysis, observations and interviews, protocol analysis

Memory Retrieval and Forgetting

• Recall and recognition– Implications for design of computer interfaces,

remember-know paradigm, retrieval cues, and retrieval induced forgetting

• Event memory– Accuracy, misinformation effect

• Skill Retention– Skill type, sequence of practice, individual

differences