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Journal articles on the topic 'Dreyfus Model of Skills Acquisition'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Chukwuedo, Samson Onyeluka, and Theresa Chinyere Ogbuanya. "Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates." Education + Training 62, no. 2 (January 1, 2020): 100–115. http://dx.doi.org/10.1108/et-07-2019-0146.

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Purpose The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students. Design/methodology/approach Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy. Findings The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient). Research limitations/implications All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study. Practical implications This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study. Originality/value To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.

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Maddy, Luther, and LaChelle Rosenbaum. "Determining leadership levels with the Dreyfus model." Journal of Workplace Learning 30, no. 8 (November 16, 2018): 626–39. http://dx.doi.org/10.1108/jwl-11-2017-0100.

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Purpose To effectively develop leaders, human resources and career development professionals need an effective method of determining leadership skill levels. For example, sending a novice leader to training meant for experts would likely be ineffective and frustrating for both the instructor and individual. Promoting a novice leader to a position requiring expert leadership skills could be disastrous. The purpose of this study was to determine if the Dreyfus (2004) model of skills acquisition could be applied to general leadership. Design/methodology/approach A total of 124 surveys were collected from five employers. Participants self-assessed their leadership skill level from novice to expert using Dreyfus level descriptions in 18 leadership self-efficacy dimensions identified by Anderson, Krajewski, Goffin and Jackson (2008). For comparison, leadership self-efficacy (LSE) was also measured with a self-assessment of proficiency in 88 specific leadership and management behaviors also identified in the Anderson et al. (2008) study. Findings Pearson correlation coefficient computations between total LSE and average Dreyfus level dimensions reported a strong positive correlation [r (124) = 0.644, p < 0.001] between total leadership self-efficacy and the average participant Dreyfus level self-assessments in each of the 18 leadership self-efficacy dimensions. Of the 18 LSE dimensions participants assessed their skill levels, 4 were found to be significant predictors of LSE [F (4,119) = 67.6887, p < 0.001] with an R2 = 0.482. Predicted leadership self-efficacy is equal to 187.14 + 16.327 (Project Credibility) + 8.046 (Mentor) + 6.971 (Build) + 9.342 (Solve). Research limitations/implications The majority of the individuals in the sample in this research study were from one employer, a local college (n = 88). The entire sample was from one small, somewhat isolated community. The majority of this sample was female (n = 81, 65 per cent) and white (n = 118, 95.2 per cent). A larger and more diverse sample may provide differing results. It also possible that other factors affected overall LSE, but using that score as a comparison, a clear correlation was shown between LSE and Dreyfus levels. Practical implications Based on the results of this study an individual who self-categorizes his or her leadership skill as novice, advanced beginner, competent, proficient or expert is likely correct. Should the findings of this study prove generalizable, an individual’s perceived leadership skill level could be closely approximated with a simple, four-item instrument. Originality/value The concept of leadership levels has appeared in many studies and popular press publications. However, quantifying leadership skill levels or determining an individual’s leadership level has not been often addressed. This study attempts to apply a skills acquisition model and apply it to general leadership. The results appear to show that leadership levels can be quantified and accurately self-determined. This study also attempted to validate a leadership self-efficacy model.

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Astakhov, Sergey. "Phenomenology vs Symbolic AI: Hubert Dreyfus’s Philosophy of Skill Acquisition." Philosophical Literary Journal Logos 30, no. 2 (2020): 157–93. http://dx.doi.org/10.22394/0869-5377-2020-2-157-190.

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A conflict between artificial intelligence (AI) researchers and phenomenologist Hubert Dreyfus arose in the 1960s and continued until the 2000s. The creators of the first AI programs believed that skill acquisition is a matter of solving problems by using particular mental representations,or heuristics. Dreyfus set out to prove that heuristics are not needed for skill acquisition because the human mind and body are capable of reacting to problematic situations in a flexible way without any mental representations. By clarifying the backstory of the conflict and analyzing the fundamental contradictions between the two theories of skill, the article shows how the phenomenology of skill acquisition originated from a critique of symbolic AI. Dreyfus developed his understanding of interconnections between mind and body in opposition to the associationism in the theories of Herbert Simon, Allen Newell and Edward Feigenbaum. He maintained that human beings have fringe consciousness, insight and tolerance of ambiguity and that they have a specific body structure and needs which make it possible to discriminate between relevant and irrelevant features in the environment and get a maximum grip of it. The author analyzes how theories of learning created within symbolic AI influenced Dreyfus’s five-stage model of skill acquisition. That model explained why programs by Simon and his colleagues achieved initial success, but it also exposed their limitations. To clarify the teleology of skill, Dreyfus explored how the idea of motor intentionality is connected with neural network modelling. Two perspectives on the role of Dreyfus in the history of AI are outlined together with the reasons why his philosophy had almost no effect on the AI community even though it was influential in the social sciences and humanities. Finally, current challenges facing the phenomenology of skill acquisition are explored.

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Vanderburg, Willem H. "The Human Skill-Acquisition Model of Stuart Dreyfus." Bulletin of Science, Technology & Society 24, no. 3 (June 2004): 175–76. http://dx.doi.org/10.1177/0270467604264946.

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Peña, Adolfo. "The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective." Medical Education Online 15, no. 1 (January 2010): 4846. http://dx.doi.org/10.3402/meo.v15i0.4846.

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Piryani, Rano M., P. Ravi Shankar, Trilok P. Thapa, Bal M. Karki, Rishi K. Kafle, Mahesh P. Khakurel, and Shital Bhandary. "Introduction of structured physical examination skills to second year undergraduate medical students." F1000Research 2 (January 16, 2013): 16. http://dx.doi.org/10.12688/f1000research.2-16.v1.

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Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

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Benner, Patricia. "Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education." Bulletin of Science, Technology & Society 24, no. 3 (June 2004): 188–99. http://dx.doi.org/10.1177/0270467604265061.

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Ogbuanya, Theresa Chinyere, and Samson Onyeluka Chukwuedo. "Career-training mentorship intervention via the Dreyfus model: Implication for career behaviors and practical skills acquisition in vocational electronic technology." Journal of Vocational Behavior 103 (December 2017): 88–105. http://dx.doi.org/10.1016/j.jvb.2017.09.002.

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Hall-Ellis, Sylvia D., and Deborah S. Grealy. "The Dreyfus Model of Skill Acquisition: A Career Development Framework for Succession Planning and Management in Academic Libraries." College & Research Libraries 74, no. 6 (November 1, 2013): 587–603. http://dx.doi.org/10.5860/crl12-349.

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Succession planning and management are critical parts of strategic planning for libraries in the twenty-first century. Making certain that the right people are in place with the prerequisite training and experience to assume leadership positions is a vital part of strategic planning and talent management in libraries that rely on teams of people working in flatter structures and greater accountability. The Dreyfus Model of Skill Acquisition framework suggests that mentoring, coaching, and professional development empower staff for movement up organizational career ladders as part of succession planning and management. To maximize human capital, administrators need to determine skill development levels among staff so that they can identify skill “gaps” internally, create new career ladders, identify emerging stars, and enhance evidence of values for staff contributions.

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Field, Alexander. "Understanding the Dreyfus model of skill acquisition to improve ultrasound training for obstetrics and gynaecology trainees." Ultrasound 22, no. 2 (February 6, 2014): 118–22. http://dx.doi.org/10.1177/1742271x14521125.

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Carlton, Erik L., James W. Holsinger Jr., and Nnamdi Anunobi. "Physician Engagement with Health Information Technology." International Journal of Computers in Clinical Practice 1, no. 2 (July 2016): 51–73. http://dx.doi.org/10.4018/ijccp.2016070103.

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In an era of healthcare reform and health information technology (HIT), physicians' roles in delivering healthcare are rapidly involving. New technologies present exciting opportunities and challenges to physicians to enhance medical practice, reduce costs, and improve patient experiences, as well as opportunities to develop new competencies and standards of professionalism. The Dreyfus model for skills acquisition may provide a helpful framework. Understanding and leveraging motivations and barriers to adoption within the context of competency can promote a learning culture that can more readily evolve to include new HIT. Involving physicians in designing and implementing HIT systems could result in increasing physician satisfaction. Supportive staffing and technical assistance may aid physicians to successfully implement the systems without increasing workload or decreasing professional satisfaction. Understanding the needs of 21st century physicians related to HIT solutions should greatly increase the successful integration of HIT into the 21st century healthcare work place.

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Gardner, Greg, Patrick Sexton, M. Susan Guyer, K. Sean Willeford, Linda S. Levy, Mary G. Barnum, and A. Louise Fincher. "Clinical Instruction for Professional Practice." Athletic Training Education Journal 4, no. 1 (January 1, 2009): 28–31. http://dx.doi.org/10.4085/1947-380x-4.1.28.

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Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner. Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences. Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI). Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.

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Kjelland, Kimberly, Marlena Allen, Kimberly Holder, Amanda Jenny, Christy Roe, Heather Troutman, Holly Nieves, Traci Voils, and Martha Monroe. "The tiered skills acquisition model." Nursing Management 52, no. 9 (September 2021): 51–53. http://dx.doi.org/10.1097/01.numa.0000771756.09339.e2.

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Weidman, Brandy, and Helen Salisbury. "Critical Thinking in Health Sciences and How It Pertains to Sonography Education: A Review of the Literature." Journal of Diagnostic Medical Sonography 36, no. 3 (March 5, 2020): 244–50. http://dx.doi.org/10.1177/8756479320908216.

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Objective: Critical thinking is an important skill that sonographers must develop beginning in educational programs and into professional practice. Critical thinking requires students to reflect on information, use judgment skills, and engage in higher levels of thinking, including analysis, interpretation, inference, evaluation, and explanation, to formulate reliable decisions. Methods: Current research related to critical thinking has focused on medicine, nursing, physical therapy, pharmacy, and dental programs, but there has been no description of assessing sonography students. The Dreyfus model has been used as a framework to describe acquired skills that reflects students’ progress from novice to expert clinicians. This model illustrates specific cognitive abilities that students develop as they advance in education. Results: This review of the literature describes critical thinking skills coupled with a framework to understand different levels of cognitive thinking, as well as how it can be assessed. Conclusion: To understand differences between undergraduate sonography students and experts, the Dreyfus model is an excellent model to recognize progression. It can be used with the Health Sciences Reasoning Test, which is a nationally recognized critical thinking examination that can ascertain different levels of health sciences students’ critical thinking skills.

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Joswiak, M. Ellen. "Transforming Orientation Through a Tiered Skills Acquisition Model." Journal for Nurses in Professional Development 34, no. 3 (2018): 118–22. http://dx.doi.org/10.1097/nnd.0000000000000439.

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Klein, Helen Altman, Eric John Vincent, and Judith J. Isaacson. "From Managing the Car to Managing the Road: The Development of Driving Skills." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 17 (October 1998): 1271–75. http://dx.doi.org/10.1177/154193129804201720.

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Skilled driving requires complex cognitive and recognitional abilities. We used a Cognitive Task Analysis (CTA) and a low tech simulation to study experience linked differences in these abilities. Inexperienced (n=18) and experienced (n=17) drivers participated. The inexperienced drivers struggled with control. They worked to keep their car between the lines and execute turns. In time, automatized performance replaced conscience control. Some situations, like icy roadways, were automatized later than others. As driving reached automaticity, drivers began attending to a wider range of cues. They predicted and avoided problems. A broader view of the roadway emerged in parallel with the development of anticipation. We also observed that experienced drivers were more likely to know their limits and adopted effective compensatory strategies. The Dreyfus & Dreyfus (1986) model of expertise is used to describe these systematic changes. Protocol analysis suggested guidelines for training novice drivers and for upgrading skills of long term drivers.

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Keyzer, Dirk, and Dirk Keyzer. "Rethinking the nursing career structure: a skills acquisition model." Nursing Standard 3, no. 27 (April 1989): 18–20. http://dx.doi.org/10.7748/ns.3.27.18.s78.

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Forrester, M. "The acquisition of social cognitive skills: an overhearing model." First Language 9, no. 27 (October 1989): 309–10. http://dx.doi.org/10.1177/014272378900902709.

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Blanas, George N. "Knowledge Acquisition and Management Skills Development." Industry and Higher Education 16, no. 5 (October 2002): 307–14. http://dx.doi.org/10.5367/000000002101296469.

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Improvements in students' capabilities and advances in their learning maturity through the use of groupware technologies in management teaching can be Monitored via a Capability Maturity Model (CMM). During an academic semester, decisions on the type and intensity of technologies used can determine the added – or subtracted? – value in management capabilities developed by students. This paper presents the findings of a research project at the TEI of Larissa that is closely coupled with the European Commission's European Engineering Manager (EEM) and Virtual Development for Europe (VIDEEO) pilot projects. Based on case studies of student groups, the paper demonstrates the usefulness of the CMM in evaluating the effectiveness and learning outcomes of group assignment projects.

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Bennett-Levy, James. "Therapist Skills: A Cognitive Model of their Acquisition and Refinement." Behavioural and Cognitive Psychotherapy 34, no. 1 (October 20, 2005): 57–78. http://dx.doi.org/10.1017/s1352465805002420.

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A new model of therapist skill development is presented. Grounded in information processing theory, it provides a comprehensive framework that accounts for a range of phenomena encountered by trainers and trainees – for example, why different training methods are needed for different elements of therapist skill. The model features three principal systems: declarative, procedural and reflective (DPR). Reflection is identified as central to therapist skill development and, accordingly, a pivotal role is given to a reflective system, which enables therapists to reflect and build on their conceptual (declarative) knowledge and procedural skills. The DPR model incorporates a taxonomy of therapist skills, and explains why different skills develop in different ways at different rates. It highlights the centrality of therapists' perceptual skills, and of when-then rules, plans, procedures and skills (rules that determine when to implement what interventions with which patient under what conditions) in the development of therapist expertise. It makes a distinction between personal and professional selves (the self-schema vs. the self-as-therapist schema); and it identifies the role of the personal self in therapist skill development. While there are still many questions to be investigated, it is hoped that the model will stimulate researchers and provide guidance for trainers.

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Tang, Kuo-Hao, Richard J. Koubek, Nancy J. Lightner, and Gavriel Salvendy. "Development and validation of a theoretical model for cognitive skills acquisition." International Journal of Industrial Ergonomics 24, no. 1 (April 1999): 25–38. http://dx.doi.org/10.1016/s0169-8141(98)00085-7.

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Sarikaya, Bünyamin, and Yusuf Söylemez. "Evaluation of Acquisition of Comprehension Skills According to Whole Brain Model." Universal Journal of Educational Research 6, no. 11 (November 2018): 2444–52. http://dx.doi.org/10.13189/ujer.2018.061107.

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Verhelst, Machteld, Koen Jaspaert, and Kris Van den Branden. "The Impact Of Input On Early Second Language Vocabulary Acquisition." ITL - International Journal of Applied Linguistics 163 (January 1, 2012): 21–42. http://dx.doi.org/10.1075/itl.163.02ver.

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Abstract This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed comprehension questions (meaning-oriented receptive task). Still others, in addition, wrote a text similar in structure and contents to the input text while using the target words (meaning-oriented productive task). The fourth student group completed all three tasks consecutively. Our results show the superiority of the guided writing task over the ‘reading + comprehension questions’ and the ‘reading only’ conditions. On a theoretical level, content familiarity is shown to be an important mediator variable in early stages of vocabulary processing and consolidation.

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Kersten, Hans B., John G. Frohna, and Erin L. Giudice. "Validation of an Evidence-Based Medicine Critically Appraised Topic Presentation Evaluation Tool (EBM C-PET)." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 252–56. http://dx.doi.org/10.4300/jgme-d-12-00049.1.

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Abstract Background Competence in evidence-based medicine (EBM) is an important clinical skill. Pediatrics residents are expected to acquire competence in EBM during their education, yet few validated tools exist to assess residents' EBM skills. Objective We sought to develop a reliable tool to evaluate residents' EBM skills in the critical appraisal of a research article, the development of a written EBM critically appraised topic (CAT) synopsis, and a presentation of the findings to colleagues. Methods Instrument development used a modified Delphi technique. We defined the skills to be assessed while reviewing (1) a written CAT synopsis and (2) a resident's EBM presentation. We defined skill levels for each item using the Dreyfus and Dreyfus model of skill development and created behavioral anchors using a frame-of-reference training technique to describe performance for each skill level. We evaluated the assessment instrument's psychometric properties, including internal consistency and interrater reliability. Results The EBM Critically Appraised Topic Presentation Evaluation Tool (EBM C-PET) is composed of 14 items that assess residents' EBM and global presentation skills. Resident presentations (N = 27) and the corresponding written CAT synopses were evaluated using the EBM C-PET. The EBM C-PET had excellent internal consistency (Cronbach α = 0.94). Intraclass correlation coefficients were used to assess interrater reliability. Intraclass correlation coefficients for individual items ranged from 0.31 to 0.74; the average intraclass correlation coefficients for the 14 items was 0.67. Conclusions We identified essential components of an assessment tool for an EBM CAT synopsis and presentation with excellent internal consistency and a good level of interrater reliability across 3 different institutions. The EBM C-PET is a reliable tool to document resident competence in higher-level EBM skills.

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Scott, Bernard, and Abhinav Bansal. "Learning about learning: a cybernetic model of skill acquisition." Kybernetes 43, no. 9/10 (November 3, 2014): 1399–411. http://dx.doi.org/10.1108/k-07-2014-0157.

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Purpose – The purpose of this paper is to explain some phenomena observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. The paper provides such a model. Design/methodology/approach – In the 1970s, the first author implemented a computer program model of the cognitive processes involved in learning and skill acquisition, based on a series of empirical investigations. Recently, with assistance from the second author, the model has been reviewed, updated and re-implemented. The paper sets this work in the broader context of a theory of learning and teaching, conversation theory. Findings – The model provides a constructivist account of skill acquisition and associated phenomena. The model provides theoretical foundations for conversation theory. Practical implications – The model adds to the understanding of motor skill acquisition and to the understanding of processes of learning and teaching in general. Originality/value – The model and its interpretation are an original contribution to the skills acquisition literature.

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Bambara, Linda M., Steven F. Warren, and Shelley Komisar. "The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization." Journal of the Association for Persons with Severe Handicaps 13, no. 1 (March 1988): 8–19. http://dx.doi.org/10.1177/154079698801300102.

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The effects of the Individualized Curriculum Sequencing (ICS) model on the acquisition and generalization of skills by two preschoolers with severe handicaps were evaluated using a within-subject multiple probe design across different target responses. Target skills were taught across three classroom activities and routines that occurred during the school day. Daily training trials were distributed across and within activities using the skill cluster approach. In addition, concurrent stimulus variation was programmed across multiple stimulus dimensions (i.e., trainers, activities, and materials). The results preliminarily support the efficacy of the ICS model. Criterion performance and generalization across novel classroom activities and materials were evident for four of five skills trained. The study was discontinued before training of a second skill for one subject could be completed. Prior to terminating the study, performance on the second skill was highly variable and the effect of training was negligible. Research implications are addressed.

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Buttery, Thomas J., and L. David Weller. "Group Clinical Supervision: A Feedback Model to Enhance Teachers' Classroom Questioning Skills." Perceptual and Motor Skills 67, no. 1 (August 1988): 239–42. http://dx.doi.org/10.2466/pms.1988.67.1.239.

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A peer-group feedback model of classroom supervision was used to facilitate 48 teachers' acquisition of questioning skills for use with discussion lessons. Teachers in 6 groups of 24 who received feedback through the feedback made significant gains on 10 of the 13 questioning skills. A control group of teachers made significant gains on four skills.

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Ramirez, Carlos, and Benjamin Valdes. "A General Knowledge Representation Model for the Acquisition of Skills and Concepts." International Journal of Software Science and Computational Intelligence 2, no. 3 (July 2010): 1–20. http://dx.doi.org/10.4018/jssci.2010070101.

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A cognitive model for skills and concepts representation as well as a proposal for its computational implementation is presented in this paper. The model is intended to help bridge some of the natural problems that arise in current massive education models through the adaptation and personalization of learning environments. The model is capable of representing rich semantic knowledge, including both skills and concepts, while integrating them through a coherent network of role based associations. The associations build an ontology that integrates on itself different domain taxonomies to represent the knowledge acquired by a student keeping relevant context information. The model is based on a constructivist approach.

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Ramírez, Carlos, and Benjamín Valdés. "A General Knowledge Representation Model for the Acquisition of Skills and Concepts." International Journal of Software Science and Computational Intelligence 4, no. 4 (October 2012): 1–25. http://dx.doi.org/10.4018/jssci.2012100101.

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A cognitive model for skills and concepts representation as well as a proposal for its computational implementation is presented. The model is intended to help bridge some of the natural problems that arise in current massive education models, through the adaptation and personalisation of learning environments. The model is capable of representing rich semantic knowledge, including both, skills and concepts, integrating them through a coherent network of role based associations. The associations build an ontology that integrates on itself different domain taxonomies to represent the knowledge acquired by a student keeping relevant context information. The model is based on a constructivist approach.

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PARENTE, DIANE, JOHN STEPHAN, and RANDY C. BROWN. "UNDERSTANDING THE BIG PICTURE: AN EXPLANATORY MODEL OF STRATEGIC MANAGEMENT SKILLS ACQUISITION." Academy of Management Proceedings 2006, no. 1 (August 2006): C1—C6. http://dx.doi.org/10.5465/ambpp.2006.22898388.

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Little, Cassandra, Jill Packman, Marlowe H. Smaby, and Cleborne D. Maddux. "The Skilled Counselor Training Model: Skills Acquisition, Self-Assessment, and Cognitive Complexity." Counselor Education and Supervision 44, no. 3 (March 2005): 189–200. http://dx.doi.org/10.1002/j.1556-6978.2005.tb01746.x.

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Carraccio, Carol L., Bradley J. Benson, L. James Nixon, and Pamela L. Derstine. "From the Educational Bench to the Clinical Bedside: Translating the Dreyfus Developmental Model to the Learning of Clinical Skills." Academic Medicine 83, no. 8 (August 2008): 761–67. http://dx.doi.org/10.1097/acm.0b013e31817eb632.

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Toyo, Elfrida, Sudi Dul Aji, and Chandra Sundaygara. "The Effect of POGIL Model Toward Science Process Skills and Physics Acquisition of Student." Berkala Ilmiah Pendidikan Fisika 7, no. 3 (October 31, 2019): 157. http://dx.doi.org/10.20527/bipf.v7i3.6309.

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This research aims to determine the differences in the Process Oriented Guided Inquiry Learning (POGIL) model toward science process skills and physics acquisition of students. The method used in this study was a quasi-experimental research design with posttest-only involving 64 students as samples. The research sample was chosen based on a purposive sampling technique. Instruments for measuring science process skills in the way of process skills assessment sheets and physics concept acquisition in the form of multiple-choice tests. Data analysis used is two-way ANOVA. The results showed that there were differences in science process skills between students who learned using the POGIL model and students who learned using the direct instruction model with a value of F=10.207 (p>0.05). There were differences in the mastery of concepts between students learning using the POGIL model and students who learned using a direct instruction model with F=17.771 (p>0.05) There is an interaction between the POGIL model and science process skills towards mastery of concepts with a value of F= 5.660 (p>0.05).

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Liu, Sheng, and Haruhiko Asada. "Transferring Manipulative Skills to Robots: Representation and Acquisition of Tool Manipulative Skills Using a Process Dynamics Model." Journal of Dynamic Systems, Measurement, and Control 114, no. 2 (June 1, 1992): 220–28. http://dx.doi.org/10.1115/1.2896518.

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A new method based on task process models for acquiring manipulative skills from human experts is presented. In performing manipulative tasks such as deburring, a human expert moves a tool at an optimal feedrate and cutting force as well as with an appropriate compliance for holding the tool. An experienced worker can select the correct strategy for performing a task and change it dynamically in accordance with the task process state. In this paper, the human expertise for selecting a task strategy that accords with the process characteristics is modeled as an associative mapping, and represented and generated by using a neural network. First, the control strategy for manipulating a tool is described in terms of feedforward inputs and tool holding dynamics. The parameters and variables representing the control strategy are then identified by using teaching data taken from demonstrations by an expert. The task process is also modeled and characterized by a set of parameters, which are identified by using this same teaching data. Combining the two sets of identified parameters, we can derive an associative mapping from the task process characteristics to the task strategy parameters. The consistency of the mapping and the transferability of human skills are analyzed by using Lipschitz’s condition. The method is applied to deburring, and implemented on a direct-drive robot. It is shown that the robot is able to associate a correct control strategy with process characteristics in a manner similar to that of the human expert.

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Behrend, Michael. "Acquisition of Spine Injection Skills Using a Beef Injection Simulator." July 2007 4;10, no. 7;4 (July 14, 2007): 591–98. http://dx.doi.org/10.36076/ppj.2007/10/591.

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Background: Students of interventional spine procedures typically learn needle injection technique using cadaver specimens or live patients in an operating room. This can be expensive, inefficient, uncomfortable to patients, and requires a significant time commitment from teaching staff. Purpose: To present a simple and inexpensive simulator using a cut of beef as an injection model that can be used to teach certain components of interventional spine injection needle technique in a more efficient and cost effective fashion. Basic Procedures: A needle injection practice model using beef muscle attached to a plastic base was constructed. Students of interventional spine pain were instructed in C-arm x-ray operation and basic needle handling technique, then performed a series of mock injection procedures using this simulator. Procedure time, fluoroscopy time, and accuracy were measured. Main findings: Speed, accuracy of needle placement, and fluoroscopy time of the subjects improved with the number of practice sessions completed. The subjects felt better prepared to perform live patient procedures as a result of this training. Conclusions: Use of an inexpensive beef injection model is a valid, reliable, and feasible adjunct to teaching C-arm x-ray operation and spine injection needle technique to beginning students of intervention spine pain management. Keywords: models, educational ; models, anatomic; models, structural

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Mohamed, Rachid, Abdel Aziz Shaheen, and Maitreyi Raman. "Evaluation of Colonoscopy Skills – How Well Are We Doing?" Canadian Journal of Gastroenterology 25, no. 4 (2011): 198–200. http://dx.doi.org/10.1155/2011/360506.

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Colonoscopy is a complex task that requires the interplay of motor and cognitive skill sets. Traditional teaching of colonoscopy involves observation in an apprenticeship model. Individual trainees vary in their rate of their skill acquisition, and this trial-and-error method often results in frustration and anxiety for both the educator and the learner. Currently, there are no guidelines to determine the competence or proficiency of an individual for colonoscopy. Furthermore, there is a paucity of information regarding formal training curricula for colonoscopy skills acquisition. The present study investigated a formal and validated educational framework for colonoscopy teaching and compared it with the traditional apprenticeship model in first-year trainees.

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Brown, Fredda, Ian M. Evans, Keri A. Weed, and Valerie Owen. "Delineating Functional Competencies: A Component Model." Journal of the Association for Persons with Severe Handicaps 12, no. 2 (June 1987): 117–24. http://dx.doi.org/10.1177/154079698701200205.

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This article describes a model for representing functional competencies in students with disabilities. Although strategies exist to identify skills and activities that are functional for students with severe handicaps, these strategies provide relatively little information on how to separate the functional skills into meaningful component parts that represent the range of behaviors needed in the natural environment. Data are presented to illustrate the narrow range of behaviors included in task analyses in current literature on skill acquisition. The Component Model of Functional Life Routines provides a systematic alternate approach to delineating the behaviors required in natural environments.

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Ahad, Sajida, Margaret Boehler, Cathy J. Schwind, and Imran Hassan. "The Effect of Model Fidelity on Colonoscopic Skills Acquisition. A Randomized Controlled Study." Journal of Surgical Education 70, no. 4 (July 2013): 522–27. http://dx.doi.org/10.1016/j.jsurg.2013.02.010.

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Bouchet, Antoine, Carolina Ossandón, Paola Haeger, and Gustavo Bresky. "Treatment with Melatonin Improves Cognitive Behavior and Motor Skills in a Rat Model of Liver Fibrosis." Annals of Hepatology 17, no. 5 (July 31, 2018): 0–10. http://dx.doi.org/10.5604/01.3001.0012.2229.

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Introduction and aim: Patients with Liver Cirrhosis (LC) and Minimal Hepatic Encephalopaty have a higher accident rate. LC impairs the normal sleep-awake cycle and produces disturbances in behavior, cognition and motor skills. Abnormal melatonin (MT) levels have also been identified in LC. Administration of MT may regulate circadian rhythms and prevent the oxidative damage. We studied the effects of MT on spatial memory acquisition (SMA) and motor skills in a liver fibrosis model (LF)s. Materials and Methods: 45 rats, divided into 4 groups. (G1: LF; G2: LF+MT;G3:MT; G4:Healthy control (HC)). LF was induced by carbon tetrachloride intraperitoneal injection (0.2 ml/Kg) for 5 months. MT was administered during 5 weeks (0.4mg/Kg/day). SMA was evaluated by using the Morris Water Maze protocol where the escape latency (EL) and mean speed were measured. Data were registered by SMART®. Results: The EL measurement analyzed by two way ANOVA: cirrhosis presented a higher EL than controls or those treated with MT suggesting impaired memory acquisition which is rescued by MT treatment. The mean speed analysis revealed that LF presented higher speed than LF+MT or HC, suggesting that LF affects motor skills, which are improved by MT. To discard whether EL is affected by altered motor skills in LF treated with MT, we compared the average EL and speed between days 2 and 6 of the training protocol. Speed was not improved during the trials unlike EL, suggesting that memory acquisition is independent of motor skills. Conclusion: These findings suggest that MT improves cognition and motor skills in the LF model.

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Svec, Henry, and Joseph Bechard. "An Introduction to a Metabehavioral Model with Implications for Social Skills Training for Aggressive Adolescents." Psychological Reports 62, no. 1 (February 1988): 19–22. http://dx.doi.org/10.2466/pr0.1988.62.1.19.

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A model is introduced which combines traditional metacognitive explanations for the acquisition of social skills with situationally specific environment variables. This “metabehavioral” model suggests considering such variables as situational characteristics, task demands, and personal characteristics in predicting social performance. Use of this model may help professionals training behaviorally disordered children in social skills.

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Robertson, Rebecca, Laura St. Germain, and Diane M. Ste-Marie. "The Effects of Self-Observation When Combined With a Skilled Model on the Learning of Gymnastics Skills." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 18–34. http://dx.doi.org/10.1123/jmld.2016-0027.

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In this experiment, we examined whether self-observation, via video replay, coupled with the viewing of a skilled model was better for motor skill learning than the use of self-observation alone. Twenty-one female gymnasts participated in a within design experiment in which two gymnastics skills were learned. One skill was practiced in conjunction with the self-observation/skilled model pairing and the other with only self-observation. The experiment unfolded over five sessions in which pre-test, baseline, acquisition, retention, and post-test scores were obtained. Analysis of the physical performance scores revealed a significant Condition ×Session interaction in which it was shown that there were no differences between the intervention conditions at baseline and early in acquisition; but, later in acquisition, those skills practiced with the self-observation/skilled model pairing were executed significantly better than those with only self-observation. Also, an error identification test showed that participants had significantly higher response sensitivity scores for those skills learned with the paired intervention compared to self-observation alone. These results suggest that pairing self-observation with a skilled model is better in a gymnastic setting than self-observation alone.

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Kumpulainen, Minna. "Translation competence from the acquisition point of view." Translation, Cognition & Behavior 1, no. 1 (March 2, 2018): 147–67. http://dx.doi.org/10.1075/tcb.00007.kum.

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Abstract This article discusses translation competence (TC) and its acquisition, introducing a framework, which depicts TC as a situation-based construct with interlingual skills at its core. In this framework, translation is defined as any mediation between different languages and cultures, from everyday conversations to professional translation practise. This view is assumed to reflect the acquisition of TC (ATC), since a rudimentary ability to mediate between two languages can be regarded as the first step towards professional translation skills. The model is built around interlingual text production skills, and it conceptualizes various types of extra-linguistic knowledge as task-specific: the extent to which they are needed in translation is situation-bound. The framework is designed to be used as a theoretical framework in empirical studies into ATC, an example of which is presented in the article.

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Zetou, Eleni, George Tzetzis, Nikos Vernadakis, and Efthimis Kioumourtzoglou. "Modeling in Learning Two Volleyball Skills." Perceptual and Motor Skills 94, no. 3_suppl (June 2002): 1131–42. http://dx.doi.org/10.2466/pms.2002.94.3c.1131.

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The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. ( SD = .5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.

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Pominov, D. A. "Model of Adaptive Learning and His Implementation." Моделирование и анализ данных 10, no. 3 (2020): 39–52. http://dx.doi.org/10.17759/mda.2020100303.

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The presented project is aimed at automating the e-learning process regarding the acquisition of practical skills for solving non-formalized tasks, determining the level of knowledge and reducing the duration of training by reducing the number of tasks depending on the level of training. To meet these requirements, an adaptive testing approach was implemented and “Adaptive trainer” web-service was implemented to demonstrate how it works.

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Avila, R. A., P. Achurra, R. Tejos, S. Pacheco, R. Rebolledo, M. Sanhueza, N. Jarufe, and J. Varas. "Perfusion system in ex-vivo model for the acquisition of skills in laparoscopic hepatectomy." HPB 19 (April 2017): S114—S115. http://dx.doi.org/10.1016/j.hpb.2017.02.252.

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Doron, Omer, Iddo Paldor, Samuel Moscovisci, Sergey Spektor, David J. Chalif, David J. Langer, and Erez Nossek. "Acquisition of Basic Microsurgical Skills Using Low-Cost, Readily Available Models: The Orange Model." World Neurosurgery 146 (February 2021): 189–96. http://dx.doi.org/10.1016/j.wneu.2020.11.060.

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Boyd, Aimee M., and Melinda L. Jackson. "An Effective Model for Rapid Skills Acquisition through a Simulation-Based Integrated Learning Environment." Journal of Educational Computing Research 30, no. 1-2 (January 2004): 1–21. http://dx.doi.org/10.2190/e8cn-91gx-r6wa-y05n.

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Araújo, Gisele Silva, and Manoel Osmar Seabra Junior. "EDUCAÇÃO E AUTISMO: MODELO METODOLÓGICO PARA AVALIAÇÃO E A ADAPTAÇÃO DE GAMES." COLLOQUIUM HUMANARUM 16, no. 3 (December 19, 2019): 115–27. http://dx.doi.org/10.5747/ch.2019.v16.n3.h437.

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Games have achieved significant results, amid special and inclusive education, in what is expected of stimuli and responses from students with autism. The objective of this study, based on the collaborative work ofa multidisciplinary team, was to propose a methodological model for the evaluation and adaptation of games with a focus on skills training and the acquisition of new skills of students with autism. It was characterized as a qualitative-descriptive research, which had as data collection procedures the field diary, filming and the Focal Group. The data originated, from these procedures, were submitted to content analysis of the categorical type. It was concluded that the articulation of the discussions, madepossible by the proposed methodological model, allowed us to identify elements for the development and adaptation of games with a focus on skills training and acquisition of new skills of students with autism, besides making possible the proposition of a methodological model for evaluation and adaptation of games.

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Syahid, Ahmad Habibi. "KEPRIBADIAN EKSTROVERT-INTROVERT DAN PEMEROLEHAN BAHASA KEDUA PERSPEKTIF PSIKOLINGUISTIK PADA SANTRI PONDOK MODERN." ALQALAM 31, no. 2 (February 7, 2019): 399. http://dx.doi.org/10.32678/alqalam.v31i2.568.

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Personality as one of the factors of language acquisition in modern cottage students. Open personality (extrovert) or closed personality (introvert) has keberpengaruhan on language acquisition. Both of these personalities, extrovert and introvert has a way, the model, as well as their own style in acquiring language. Language acquisition means the ability to use language that is obtained, especially in the four language skills, such as listening skills (listening abilities), speech (speaking ability), literacy (reading ability), and writing skills (writing abilities). Language acquisition is based on a process that is not conscious (subconscious). Therefore, extrovert or introvert personality has a different way of language acquisition. This is caused by differences in personality- type. Extroverts tend to be more open, while introverts tend to be closed. This study refers to Noam Chomsky thought with his theory in his book Transforming Generative entitled "Language and Mind" which says that humans have an innate trait in acquiring a language that is inborn. Extrovert and introvert personality characteristic of the human personality. Personality is a factor that affects language acquisition. This study used, a qualitative method with descriptive analysis approach to describe the findings of extrovert and introvert personality behavior in acquiring language. This study revealed that extrovert and introvert personality has a certain way and in acquiring language models. However, there are differences in the tendency towards acquiring the four language skills. Key Words: Personality, Extrovert-Introvert, Second Language Acquisition, Pshycolinguistic, Student of Boarding School

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Lambert, Tim J., Kenneth C. Kirkby, and John C. Dunn. "Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum." Australasian Psychiatry 5, no. 1 (February 1997): 19–22. http://dx.doi.org/10.3109/10398569709082087.

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The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

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