Training concurrent multistep procedural tasks.
This study assessed the effectiveness of traditional whole-task, pure part-task, and two forward-chaining part-task techniques to train rapidly presented concurrent multistep tasks. When training was equated for the total number of training trials, the forward-chaining technique that included practice with concurrent responses promoted as much transfer to whole-task conditions as whole-task training and more than traditional pure part-task training. When training was equated for the total number of response opportunities, the same concurrent forward-chaining technique also promoted superior whole-task transfer. Actual or potential applications of this research include suggestions that trainers should (a) structure concurrent-task training around critical intratask invariants to promote whole-task transfer, (b) realize that the concurrent-task training techniques that promote the best training performance may not promote the best transfer to whole-task situations, and (c) consider using forward-chaining techniques that provide practice with concurrent responses when training concurrent multistep tasks.
Peck
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AC
Department of Psychology, Pennsylvania State University, University Park 16802, USA. acp103@psu.edu
Detweiler
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MC
D000704:Analysis of Variance; D003197:Computer Literacy; D003626:Data Display; D006801:Humans; D007318:Inservice Training / Q000458:organization & administration*; D008962:Models, Theoretical; D015203:Reproducibility of Results; D013647:Task Performance and Analysis