ERIC Number: ED121351
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Role of Verbal Prescriptive Rules in Cognitive Pretraining for a Flying Task.
Brecke, Fritz H.; And Others
Forty-five student pilots were the subjects of a study to identify variables which influence transfer from cognitive pretraining to perceptual-motor skill acquisition. The subjects were divided into four experimental groups. All groups used a linear self-instructional program designed to teach a specific flying maneuver. All programs had the same introductory section on the maneuver, the same division of maneuver segments, and identical mastery items requiring an overt written response. Feedback was provided after each response. The program versions differed from each other by type of instrucitonal cue and amount of practice. Two programs contained systematically developed cues, and two contained currently operational cues. Program versions with the same level of cues incorporated either a high or a low amount of practice. It was found that systematic instructional cues resulted in a superior posttest performance. The amount of cognitive practice with a given set of cues did not influence posttest scores, but it did lead to differences in posttest time. Subjects in the high practice group had significantly shorter posttest time, indicating they recalled cues more readily. (JY)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Air Force Office of Scientific Research, Arlington, VA.
Authoring Institution: Arizona State Univ., Tempe. Coll. of Education.
Note: Studies in Systematic Instruction and Training