Assessing the Teaching of Procedural Skills: Can Cognitive-Task-Analysis Add to our Traditional Teaching Methods? Maura Sullivan, PhD, Adrian Ortega, MD, Nir Wasserberg, MD, Howard Kaufman, MD, Julie Nyquist, PhD, Richard Clark, EdD University of Southern California
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Assessing the Teaching of Procedural Skills: Can Cognitive- Task-Analysis Add to our Traditional Teaching Methods? Maura Sullivan, PhD, Adrian Ortega,
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Assessing the Teaching of Procedural Skills: Can Cognitive-
Task-Analysis Add to our Traditional Teaching Methods?
Maura Sullivan, PhD, Adrian Ortega, MD, Nir Wasserberg, MD, Howard Kaufman, MD,
Julie Nyquist, PhD, Richard Clark, EdD
University of Southern California
Cognitive-Task-Analysis (CTA)
Extends traditional task analysis to capture information about both the overt observable behavior and the covert cognitive functions behind it to form an integrated whole.
Schraagen, Chipman & Shalin, 2000
Acquiring ExpertiseDeclarative vs. Procedural Knowledge
Cognitive
Associative
Autonomous
Expertise Expertise is highly automated
Ericsson, et al. 2006; Gagne et al. 1993; Clark & Estes, 1996
Automaticity interferes with articulationClark et al., 2007, Feldon, 2004, Crandall & Getchell-Reitter,
1993, Chao & Salvendy, 1994
Learners need to be taught decision making strategies