Journal articles: 'Skills acquisition'

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Alcina, Amparo, Victoria Soler, and Joaquín Granell. "Translation Technology Skills Acquisition." Perspectives 15, no. 4 (November 2007): 230–44. http://dx.doi.org/10.1080/13670050802280179.

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Gask, Linda. "Acquisition of clinical skills." Advances in Psychiatric Treatment 5, no. 4 (July 1999): 311–16. http://dx.doi.org/10.1192/apt.5.4.311.

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“No-one except you and the patient really know what happens when you take him for an interview. You learn from your own mistakes behind the closed door” (Adams & Cook, 1984).Clinical skills in psychiatry are not best acquired in unsupervised practice or in learning by apprenticeship. In the past, it was reported that during the course of their clinical training, students' interviewing skills actually deteriorated rather than improved (Helfer, 1970; Maguire & Rutter, 1976), although recent research suggests that improved training is now having an impact (Davis & Nicholaou, 1992). The methods described below may be employed at both undergraduate and postgraduate level. Traditionally, psychiatrists have been actively involved, along with general practitioners, in the provision of communication skills training to undergraduates. In the future, this training will become a continuous process carried out alongside and within other teaching in all specialities (Gushing, 1996). One of the biggest challenges facing medical schools is how to engage and train clinical teachers from a range of specialities in facilitating students in the acquisition of clinical interpersonal skills.

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Issah, Mohammed Seini, Akosua Tachie-Menson, and Essel Harry Barton. "Teacher Practical and Pedagogical Skills Acquisition (TPPSA) Framework For Skills Acquisition In Leatherwork." Indonesian Journal of Education and Social Sciences 4, no. 1 (January 1, 2025): 140–51. https://doi.org/10.56916/ijess.v4i1.981.

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This paper presents a framework for the instruction of Leatherwork and practical programs aimed at skills acquisition. The development of the pedagogical framework was inspired by observations of teaching and learning in Leatherwork, as well as a series of interviews conducted at the Department of Art and Design Innovation at Tamale Technical University. Additionally, the framework draws from various models, including Technological Pedagogical Content Knowledge TPACK developed by Koehler and Mishra (2009), the Successive Approximation Model (SAM) model, and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model as proposed by Molenda and Pershing (2003), along with the Ghana National Teachers Guide (2017) in conjunction with established teachers' standards. The pedagogical framework is designated TPPSA. The development of the Teacher Practical and Pedagogical Skills Acquisition (TPPSA) framework is essential for the effective teaching of both content and practical knowledge in technical universities. This structured framework is designed to facilitate skills acquisition among technical university students. This paper commences with a brief introduction to leatherwork as a practical program within Ghanaian technical universities, thereby situating the pedagogical framework within the context of leatherwork. Additionally, it addresses the challenges associated with the teaching and learning of practical courses in technical universities, which underscore the necessity for the development of the TPPSA pedagogical framework. The TPPSA framework for skills acquisition is articulated in detail as a complex interaction among three domains of knowledge: teacher philosophy, pedagogical strategies, and practical skills. The interplay of these domains, both theoretically and in practice, engenders the flexible knowledge required to effectively cultivate content knowledge and practical skills among students in technical universities.

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Kopelman, Peter. "Learning skills and the acquisition of clinical skills." Medical Education 31 (December 1997): 17–19. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02581.x.

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Berninger, Virginia Wise. "Normal Variation in Reading Acquisition." Perceptual and Motor Skills 62, no. 3 (June 1986): 691–716. http://dx.doi.org/10.2466/pms.1986.62.3.691.

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Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

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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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Frawley, William, Don R. Rogers, and John A. Sloboda. "The Acquisition of Symbolic Skills." Language 61, no. 3 (September 1985): 726. http://dx.doi.org/10.2307/414426.

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Moray, Neville, Pam Lootsteen, and Jan Pajak. "Acquisition of Process Control Skills." IEEE Transactions on Systems, Man, and Cybernetics 16, no. 4 (July 1986): 497–504. http://dx.doi.org/10.1109/tsmc.1986.289252.

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Phindane, Pule. "Reading Skills Acquisition in English:." Journal of Psychology 5, no. 1 (July 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.

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Holmes, Neville. "Supporting Acquisition of Basic Skills." Computer 41, no. 3 (March 2008): 104–3. http://dx.doi.org/10.1109/mc.2008.99.

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Coburn, Joyce M., and Nancy J. Sturdevant. "The Acquisition of Delegation Skills." Nurse Educator 17, no. 6 (November 1992): 32–34. http://dx.doi.org/10.1097/00006223-199211000-00015.

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Cravener, Patricia. "Promoting Acquisition of Telecommunications Skills." Nurse Educator 19, no. 4 (July 1994): 8. http://dx.doi.org/10.1097/00006223-199407000-00007.

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Spooren, Wilbert. "The acquisition of reading skills." Document Design 4, no. 1 (February 25, 2003): 96–98. http://dx.doi.org/10.1075/dd.4.1.13spo.

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Wayan Maba. "Assessment of Students’ Writing Acquisition." International Journal of Social Science 2, no. 4 (January 8, 2023): 1997–2002. http://dx.doi.org/10.53625/ijss.v2i4.4647.

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Writing is one of the essential language skills to be mastered by students to communicate appropriately in written forms. Nowadays, writing is becoming a vital skill for modern communication as an increasing number of people communicate in written forms using various communication technology. This study was conducted to analyse students’ writing abilities. An ex post facto research design was conducted to collect the data required for this study. A writing assessment was administered to the selected samples, and the data were analysed descriptively. This study found that students writing skills was at a sufficient level. It means several students are still experiencing difficulty in writing. Therefore, this study implied that students’ writing skills should continually develop to a higher level of acquisition

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Aaltola, Kirsi, Harri Ruoslahti, and Jarmo Heinonen. "Desired cybersecurity skills and skills acquisition methods in the organizations." European Conference on Cyber Warfare and Security 21, no. 1 (June 8, 2022): 1–9. http://dx.doi.org/10.34190/eccws.21.1.293.

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Abstract:Key personnel and their competences play important roles in continuity management and improving resilience of cybersecurity in organizations. Researchers have addressed many topics and studies in the cybersecurity domain. However, relevant cybersecurity skills and acquisition of them in expertise development, have only been partially touched. If designed systematically and properly, cybersecurity training can improve cybersecurity expertise to ensure better performance in complex cybersecurity situations. More through study on the acquisition of cybersecurity skills, and work-life needs are needed. The research three questions of this study are: How do work-life representatives see cybersecurity? How do work-life representatives see cybersecurity related skills? How do work-life representatives see methods for skills acquisition in the organizations? The work is multi-method, as it builds on both a literature review on skills acquisition in cybersecurity, and on empirical findings of a questionnaire study on cybersecurity skills desired by the work-life representatives. The findings show that cybersecurity is seen important in the organizations. The demanded skills from the employees focus especially on communication and situational awareness. There is a specific need for training with Cyber Ranges (CR) to ensure skills acquisition on cybersecurity. These results can be used to plan and design training and education for future professionals. This study aims to promote constructive discussion on skills and their acquisition in the cybersecurity domain.

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Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (December 23, 2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Hence, the learning materials should be adapted before being used so that the learning materials do not only promote the acquisition of language skills and values, but also 21st century skills. There are a number of alternatives of that teachers can use in adapting the learning materials to promote the acquisition of 21st century skills. Some of the alternatives include adapting the task input, activity/procedure, setting, and learner role and adding tasks to units and units to the textbook. Keywords: learning material, language skill, values and 21st century skill

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Umukoro, Coral, and Juliana Echeonwu. "Counselling Approaches to Skill Acquisition Among Adolescents." International Journal of Advanced Research and Learning 4, no. 1 (February 1, 2025): 20–30. https://doi.org/10.5281/zenodo.14783653.

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This paper discussed counselling approaches for skills acquisition among adolescents. Skills acquisition education is vital at all levels of education. This is backed by the critical role that science and technology play in any nation's progress. Science and technology skills can be learned by adolescents. They are frequently involved in daily tasks that necessitate the use of scientific and technological skills. Counselling approaches for skills acquisition among adolescents should be taught and learned, as well as the abilities that should be obtained through appropriate exposure to connected and right situations. Three group career guidance and counselling methods are.to be used for effective and improvement of career maturity and decision-making skills among the adolescents. There are acceptable approaches to teaching competence, whether as a process or as a manipulation, for science and technology trainers or teachers. Knowing the best strategy to take, the mistakes to avoid, the tactics for motivating skill learners, the skills to teach, and the best ways to assist learners practice the skills they have learnt is key to success in teaching skill. This will go a long way toward putting adolescents to work and assisting in the development and answers to some of the society's challenges. it is recommended that; group career guidance and counselling should be provided to help adolescents in schools to acquire skills in career maturity. Career counselling should be made compulsory for secondary and tertiary schools and included in the nation’s secondary school curriculum. School authority should allow the trained school counsellor to carry out group work among the students since they are the personnel equipped with strategies for behaviour change and modification. Finally, it is necessary to decentralize all efforts meant for entrepreneurial development in such a<strong> </strong>way that local government areas would be empowered to carry out such responsibilities

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Mische Lawson, PhD, CTRS, Lisa, Megan Mazurowski, OTR/L, and Sarah Petersen, OTR/L. "Sensory processing patterns and swim skill acquisition of children with autism spectrum disorder." American Journal of Recreation Therapy 16, no. 2 (August 24, 2017): 29. http://dx.doi.org/10.5055/ajrt.2017.0131.

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This descriptive study aimed to understand swim skill acquisition of children with Autism Spectrum Disorders (ASDs) engaged in KU Sensory Enhanced Aquatics. Researchers analyzed Sensory Profiles and documentation of 83 children with ASDs’ first 8-week session. Research questions included identifying what swim skills were acquired over 8 weeks, which sensory supports were used most frequently and how a child's sensory processing pattern impacted swim skill acquisition. Findings showed children with an ASD most frequently acquired swim skills in the Water Orientation, Front Stroke, and Backstroke categories. Goggles were the sensory supports used most frequently. Though there were more similarities than differences between children's sensory patterns and swim skill acquisition, sensory seeking children acquired the most swim skills compared to other patterns. Findings suggest that sensory supports may encourage swim skill acquisition of children with ASDs’ in a variety skill categories.

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Ingram, Errol, Pat Dorsett, and Kym Macfarlane. "Exploring the lived experience of acquiring life skills with congenital total blindness: An interpretative phenomenological analysis." British Journal of Visual Impairment 37, no. 3 (June 13, 2019): 227–39. http://dx.doi.org/10.1177/0264619619856649.

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This phenomenological study explored how individual young adults understood their lived experience of acquiring life skills with congenital total blindness (CTB). Four young adults with CTB, and five parents of the young adults, participated in the study. In depth, semi-structured interviews were used to gather information from the research participants. The interviews were analysed using interpretative phenomenological analysis (IPA). Five superordinate themes emerged from the IPA: (1) life skills acquisition as ‘a means to an end’, (2) appraising life skills acquisition, (3) acquiring disability-specific skills, (4) reaching adulthood with life skill gaps, and (5) making sense of independence. The findings revealed that the young adults had reached adulthood with significant gaps in their acquisition of basic life skills. This indicates that more needs to be done, to improve the efficacy and meaning of life skill acquisition programmes provided in childhood and adolescence, to young people living with CTB.

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Schneider, Walter. "Training High-Performance Skills: Fallacies and Guidelines." Human Factors: The Journal of the Human Factors and Ergonomics Society 27, no. 3 (June 1985): 285–300. http://dx.doi.org/10.1177/001872088502700305.

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A high-performance skill is defined as one for which (1) more than 100 hours of training are required, (2) substantial numbers of individuals fail to develop proficiency, and (3) the performance of the expert is qualitatively different from that of the novice. Training programs for developing high-performance skills are often based on assumptions that may be appropriate for simple skills. These assumptions can be fallacious when extended to high performance skills. Six fallacies of training are described. Empirical characteristics of high-performance skill acquisition are reviewed. These include long acquisition periods, heterogeneity of component learning, development of inappropriate strategies, and training of timesharing skills. A tentative set of working guidelines for the acquisition of high-performance skills is described.

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Čuljak, Zoran, Sunčica Delaš Kalinski, Ana Kezić, and Đurđica Miletić. "INFLUENCE OF FUNDAMENTAL MOVEMENT SKILLS ON BASIC GYMNASTICS SKILLS ACQUISITION." Science of Gymnastics Journal 6, no. 2 (June 19, 2014): 73–82. https://doi.org/10.52165/sgj.6.2.73-82.

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This study was set to determine the existence of transfer of fundamental movement skills to the level of specialized gymnastics skills. 75 children (30 boys and 45 girls) represented the participants of the study. Fundamental movement skills were analyzed as well as twelve basic gymnastics skills according to the physical education curriculum that represent different apparatus in gymnastics all round competition. Significant influence of fundamental movement skills on all skills (criteria) is noticeable. According to the results of regression analysis, the participants who had better initial results in fundamental movement skills for surmounting obstacles also had better results of gymnastics skills in final measurement point. Highly structural connection of elements lies in the basis of high correlation of fundamental movement skills for surmounting obstacles and gymnastics skill springboard jump on the vault in sitting position which confirms Osgood’s theory of positive transfer of similar skills.

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Andrew, Ojomu Adeniyi, Okwo Chinyere R, Ibekwe Nnamdi Franklyn, Okoruwa Jane Idiaghe, Adiagwai Fidelia, and Ojo Faith Uyiosa. "Promoting Quality Apprenticeship and Skills Acquisition for Sustainable National Development in Nigeria." American Journal of Education and Technology 2, no. 1 (March 3, 2023): 45–51. http://dx.doi.org/10.54536/ajet.v2i1.1183.

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The purpose of this Study was to investigate the apprenticeship and skills acquisition programmes for sustainable national development in Nigeria and how they can be promoted. To facilitate generation of data, the Study explored the following: Vocational skills obtainable at the Skills Acquisition Centers, availability of equipment and facilities, the impact of skills acquisition on national development and the operational challenges of skills acquisition in Nigeria. This study is a descriptive survey. For the purpose of this study, six skills acquisition centers in Benin City, Edo State were used. Target population of the Study consisted of all the apprentices at skills acquisition centers in Edo State while 60 respondents were randomly selected from the skill acquisition centers. Four research questions were formulated to guide the study. The main instrument used was the questionnaire. The instrument was designed, developed and validated. Data gathered were analyzed using the mean statistics. Findings showed that prominent skills are being acquired by the youths which have significantly helped them in reducing poverty and therefore reduce some societal vices; making the youths self-employed and self-reliant. The study also revealed that the facilities and equipment needed for effective and efficient training at the centers are not adequate while skills acquisition has been found to have significant role in national development which includes job creation, wealth creation, and reduction in human trafficking, youth empowerment, amongst others. Based on the findings of this study, it was recommended that more skills acquisition centers be opened to accommodate more trainees, stipends should be given to trainees as motivation; government should provide equipment and facilities for the training centers amongst others.

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Andrew, Ojomu Adeniyi, Chinyere R. Okwo, Ibekwe Nnamdi Franklyn, Okoruwa Jane Idiaghe, Adiagwai Fidelia, and Ojo Faith Uyosa. "Promoting Quality Apprenticeship and Skills Acquisition for Sustainable National Development in Nigeria." American Journal of Education and Technology Home About Journal Policy APA Referencing Editorial Tea 1, no. 4 (March 3, 2023): 45–51. https://doi.org/10.54536/ajet.v2i1.1183.

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The purpose of this Study was to investigate the apprenticeship and skills acquisition programmes for sustainable national development in Nigeria and how they can be promoted. To facilitate generation of data, the Study explored the following: Vocational skills obtainable at the Skills Acquisition Centers, availability of equipment and facilities, the impact of skills acquisition on national development and the operational challenges of skills acquisition in Nigeria. This study is a descriptive survey. For the purpose of this study, six skills acquisition centers in Benin City, Edo State were used. Target population of the Study consisted of all the apprentices at skills acquisition centers in Edo State while 60 respondents were randomly selected from the skill acquisition centers. Four research questions were formulated to guide the study. The main instrument used was the questionnaire. The instrument was designed, developed and validated. Data gathered were analyzed using the mean statistics. Findings showed that prominent skills are being acquired by the youths which have significantly helped them in reducing poverty and therefore reduce some societal vices; making the youths self-employed and self-reliant. The study also revealed that the facilities and equipment needed for effective and efficient training at the centers are not adequate while skills acquisition has been found to have significant role in national development which includes job creation, wealth creation, and reduction in human trafficking, youth empowerment, amongst others. Based on the findings of this study, it was recommended that more skills acquisition centers be opened to accommodate more trainees, stipends should be given to trainees as motivation; government should provide equipment and facilities for the training centers amongst others.

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Eze, Ogeh. "Skill Acquisition for Youth Empowerment and Reduction of Unemployment in Ebonyi State, Nigeria." African Journal of Politics and Administrative Studies 16, no. 2 (December 1, 2023): 641–63. http://dx.doi.org/10.4314/ajpas.v16i2.33.

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This study aims at investigating the effect of skills acquisition and youth empowerment on the reduction of youth unemployment in Ebonyi State, Nigeria. The study adopted descriptive survey research design. The Economic Survival-Based Theory was adopted. Data for the study were gotten from both primary and secondary sources. The research was conducted in Ebonyi State, Nigeria. A total of 371 questionnaires were administered to respondents using purposive sampling techniques and on the spot filling and collection. The data obtained from the field were subjected to descriptive statistics and correlation analysis, particularly, using Pearson Moment Correlation Coefficient, Microsoft SPSS (version 21). The reliability of the instrument was established using Cronbach Alpha reliability coefficient method. A total of 30 respondents who were not part of the sample were used in testing the reliability of this instrument. The reliability coefficient stood at 0.672. The results of the Mean and Standard Deviation and the testing of the four alternative hypotheses indicate that skills acquisition and youth empowerment have the potential to create employment opportunities and reduce youth unemployment in Ebonyi State, Nigeria. Findings from this study reveal that skill acquisition in the areas of carpentry, fashion design/tailoring business, barbing saloon and handset repairs have empowered the youths meaningfully to generate employment and reduce unemployment in Ebonyi State, Nigeria. The study also reveals that most youths accept political appointment as empowerment owing to the fact that they lack requisite skills and startup capital to be independent and self-reliant. The study show that most youths prefer skills acquisition and startup capital to start a venture of their own and be self-reliant than political appointment. The study concluded that the strategies of empowerment adopted by government through the offering of political appointment to young graduates without skills is erroneous and same does reduce unemployment per se. Based on the findings, the study recommended, amongst others that, skill acquisition should be made compulsory from secondary school to tertiary levels, such that every graduate irrespective of one’s course of study should possess one skill as a prerequisite for graduation. The centre for the skill acquisitions in each institution should certify the student before graduation. It is also recommended that technical and vocational devices, machines and tools necessary for takeoff of every graduate with a requisite skill should be made accessible and supplied free of charge. Also, that there is need for reorientation of the youths in line with the present economic realities in order to obviate self-pride and shame and avail themselves with the skills acquisition opportunities available to them.

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Chinasa, Onwukwe Blessing, Assoc Prof J.A. Ukonze, and &. Dr A. O. Okad. "Sustainable Skill Acquisition in Agriculture as a Panacea for Economic Growth and Achieving Zero Hunger in Nigeria." International Journal of Scientific and Management Research 05, no. 04 (2022): 226–36. http://dx.doi.org/10.37502/ijsmr.2022.5417.

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This paper describes how sustainable skill acquisition in agriculture can help buffer solution to the problem of economic growth and achieving zero hunger in Nigeria. This paper is a review work on sustainable skill acquisition in agriculture and has discussed the sustainability, skill acquisition, economic growth, factors militating sustainable skill acquisition in agriculture and panacea towards economic growth and achieving zero hunger. Based on the benefits of sustainable skill acquisition in agriculture, coupled with the goals, aims and objective of agricultural education in Nigeria, it was recommended among others that; government at all level should endeavour to improve agricultural education skill acquisition centres in all part of the country; effort should be made to maximize the type of skills to be acquired by putting in place quality, competent and proficient teachers in the use of sustainable agricultural skills; funding is an integral part of any program should be made available by the government in synergy with other stakeholders.

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Zalzulifa, Zalzulifa, and Liza Amalia Putri. "LANGUAGE ACQUISITION IN PREWRITING, DRAFTING, REVISING, EDITING AND PUBLISHING." Jurnal Ilmiah Publipreneur 10, no. 2 (January 16, 2023): 106–14. https://doi.org/10.46961/jip.v10i2.673.

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This research is back-worded by the pragmatic experiential learning problems theresearcher faces in daily routine activities of teaching learning from first to fourthsemester (2008-2021) at PoliMedia. It has accumulated into the researcher’s pragmaticfindings that teaching English for publishing students with its basic skills (reading,writing, listening, speaking) should be in line with the needed basic competencies oflanguage assessment in the publishing needed skills (pre-writing, drafting, revising,editing, and publishing). However, in order to assure the pragmatic findings it isneeded to do the academic analysis through the following academic researchmethodology, including: setting and time, research design, population and sample,data collection instrument, and data analysis. The research uses qualitative approachthrough seeing, observing, discussing and studying some related documents takenfrom questioannaire, interview, simulation and focus group discussion amonglecturers.. The data shows various level of language acquisition (reading, writing,listening, speaking) found in prewriting, drafting, revising, editing and publishing. While there are seventeen students’ needed technical skills to be supported in learningprocess, such as: 1). team working skills; 2) oral communication skills; 3) problemsolving skills, 4) customer handling skills, 5) management skills, 6) general IT userskills, 7) technical and practical skills, 8) office administration skills, 9) writtencommunication skills, 10) literacy skills, 11) numeracy skills, 12) IT professional skills,13) foreign language skills, 14) grappling with grammar skill, 15) speed reading skills,16) note-taking skills and 17) negotiating skills.

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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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Morin, Danielle, Jennifer D.E. Thomas, and Raafat George Saadé. "Fostering Problem-Solving in a Virtual Environment." Journal of Information Technology Education: Research 14 (2015): 339–62. http://dx.doi.org/10.28945/2273.

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This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

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Verhoef, Rika, and Welko Tomic. "Computer-Aided Acquisition of Writing Skills." Curriculum and Teaching 11, no. 1 (January 1, 1996): 3–21. http://dx.doi.org/10.7459/ct/11.1.02.

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Kubo, Ritsuko, and Hiroyuki Makihara. "Acquisition process of ADHD life skills." Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): PD—053—PD—053. http://dx.doi.org/10.4992/pacjpa.84.0_pd-053.

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Parente, Diane H., John D. Stephan, and Randy C. Brown. "Facilitating the acquisition of strategic skills." Management Research Review 35, no. 11 (September 28, 2012): 1004–28. http://dx.doi.org/10.1108/01409171211276918.

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Anderson, John R., and Jon M. Fincham. "Acquisition of procedural skills from examples." Journal of Experimental Psychology: Learning, Memory, and Cognition 20, no. 6 (1994): 1322–40. http://dx.doi.org/10.1037/0278-7393.20.6.1322.

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Novaković, Nataša, and Boris Teodosijević. "Acquisition of basic public speaking skills." Bizinfo Blace 8, no. 2 (2017): 55–68. http://dx.doi.org/10.5937/bizinfo1701055n.

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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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DeBourgh, Gregory A. "Psychomotor Skills Acquisition of Novice Learners." Nurse Educator 36, no. 4 (July 2011): 144–49. http://dx.doi.org/10.1097/nne.0b013e31821fdab1.

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Mulder, Theo. "Acquisition and performance of cognitive skills." Acta Psychologica 75, no. 1 (October 1990): 98–102. http://dx.doi.org/10.1016/0001-6918(90)90072-n.

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Ter Heege, Hans. "The acquisition of basic multiplication skills." Educational Studies in Mathematics 16, no. 4 (November 1985): 375–88. http://dx.doi.org/10.1007/bf00417193.

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Windsor, Jennifer, Shirley S. Doyle, and Gerald M. Siegel. "Language Acquisition After Mutism." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 96–105. http://dx.doi.org/10.1044/jshr.3701.96.

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This longitudinal case study challenges the assumption that individuals with autism who have severely restricted speech and language skills have a poor prognosis for further development of expressive oral language. The study follows the development of a woman with autism from mutism at age 10 to acquisition of a range of spoken and written language skills at age 26. The intervention in which the woman participated and her skills pre- and post-intervention and at two follow-up assessments are documented. The results support the hypotheses that speech and language development may proceed after mutism associated with limited verbal imitation and phoneme production skills, that some skills may plateau or decline, and that both spoken and written language may become viable forms of communication.

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Ghorbani, Saeed, and Andreas Bund. "Throwing Skills." Perceptual and Motor Skills 124, no. 2 (January 24, 2017): 502–13. http://dx.doi.org/10.1177/0031512517689972.

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Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.

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Fordyce-Voorham, Sandra. "An evaluation tool for measuring food skills acquisition." British Food Journal 119, no. 5 (May 2, 2017): 1028–44. http://dx.doi.org/10.1108/bfj-07-2016-0312.

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Purpose The purpose of this paper is to design an objective, valid and reliable “Checklist” tool that teachers could use to measure their students’ food skills acquisition. Design/methodology/approach The design of the Checklist was based on 18 procedural food skills identified by teachers and verified by analysis of skills in recipes that are typically used in food education programmes in secondary schools. The skills were divided into five skill-sets and a recipe covering the skills was selected to test the Checklist. For the test, three hypothetical situations of a person with low, some and expert skills making the recipe were demonstrated in separate videos. Teachers were invited to test the Checklist by viewing the videos, completing the Checklist for each of the three conditions and completing an evaluation. Findings In total, 40 home economics teachers tested the Checklist and reported that they could use the tool to measure the development and progress of their students’ procedural food skills. Analysis of variance analyses of the data and the non-parametric analyses suggest that the Checklist is a reliable and valid evaluation tool. Originality/value Teachers report using various tools to measure their students’ food skills acquisition but these have not been well-documented in the literature. These preliminary findings of an original and quantifiable tool showed that home economics teachers used the Checklist to measure their students’ procedural skills however, as the teachers’ comments suggest, further development and validation of the tool are required.

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Ijaola, Irewolede Aina, Olatunbosun Hezekiah Omolayo, and Kudirat Ibilola Zakariyyh. "Project Manager’s Skills Acquisition: A Comparative Study of Indigenous and Multinational Construction Firms." Journal of Engineering, Project, and Production Management 10, no. 1 (January 1, 2020): 71–79. http://dx.doi.org/10.2478/jeppm-2020-0009.

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AbstractProject manager’s skills which are the competencies required for successful completion of the project play an important role in the construction industry, therefore acquiring these skills is significant for project success. However, indigenous construction firms compete with their multinational counterparts for the available skilled workforce. The study, therefore, investigates the level of project managers’ skills acquisition in indigenous and multinational construction firms in Lagos State, Nigeria. The study adopted cross-sectional survey research and data were collected using a structured questionnaire. One hundred and thirty-three questionnaires (106 indigenous and 27 multinational) were administered to project managers and 106 retrieved and valid for analysis representing 73% response rate. The techniques for analysing the data are mean score and t-test. The study revealed that the most important skill type as perceived by project managers is a technical skill and there is no significant difference in the level of skill acquisition by project managers in indigenous and multinational construction firms. Hence, the study concludes that the categorisation of construction firms has no effect on the level of skills acquisition by project managers; therefore, it plays no role in project managers’ skills acquisition. Project managers should strive towards developing themselves through training for improved performance and for successful completion of construction 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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Rulli, Francesco. "Emotional evaluation and skill acquisition for proficiency-based laparoscopic skills training." Surgery 141, no. 5 (May 2007): 692. http://dx.doi.org/10.1016/j.surg.2006.09.017.

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Eyitayo, Francis Adanlawo Nomusa Yolanda Nkomo Makhosazana Vezi-Magigaba. "Entrepreneurship Skills Acquisition Programs: A Tool for Economic Development." Multicultural Education 9, no. 7 (July 3, 2023): 1. https://doi.org/10.5281/zenodo.8111551.

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<em>Entrepreneurship skills acquisition has gained unprecedented importance because of its role in economic development. This study examined the influence of skill acquisition programs as a tool for economic growth in Nigeria. The study made use of two objectives which seek to find out the influence of skill acquisition on economic development and also investigate gender differences in skill acquisition on economic development. Two hypotheses were formulated, which were drawn from the objective of the study. A survey research design was adopted in the study. The population were unemployed youths in Ondo state, Nigeria. A sample size of two hundred (200) unemployed youths was selected. A simple random sampling technique was used to select the participants. A primary source of data collection was adopted, which involved the use of a self-constructed questionnaire. Results revealed that skill acquisition has a significant influence on economic development [F (l, 198) 194.24]; there is a significant gender difference in skill acquisition on economic development [t (198) =.891, p  0.05] such that male youth (M = 58.44; SD = 8.70) have the same level of skill acquisition compared to female youths (M = 41-56; SD = 7.52). It was concluded that skill acquisition programmes provided for unemployed youths have actually influenced the economic development of Nigeria. It was recommended that the government should ensure that skill acquisition centres are well equipped so as to ensure a suitable learning environment; and the government should help finance those who have undergone skill acquisition programs to enable them to set up a business to become entrepreneurs.</em>

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Arabiana, Elaiza Flor S., Dayvin Adrian Ember A. Malifer, and Helen Ranoco Betonio. "Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition." English Language Teaching Educational Journal 3, no. 2 (September 3, 2020): 151. http://dx.doi.org/10.12928/eltej.v3i2.2461.

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While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.

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Mohammed, Yusuf. "Participation for Sustainability in Adult Literacy and Skills Acquisition Centers." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5490–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020256.

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Funke, Medun, and Bello, Sunday Ade. "The Influence of Vocational Skills Training on Youth Employability and Job Creation in Lagos State." International Journal of Research and Innovation in Social Science VIII, no. VIII (2024): 138–52. http://dx.doi.org/10.47772/ijriss.2024.808013.

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Curbing the problems of unemployment, employ ability, and skills development has been of interest to the government, international donors, businesses, and researchers. This study examined the Influence of Vocational Skills Training on Job Creation and Youth Employ ability in Lagos State. The researcher employed a sequential explanatory mixed method. The study used primary data obtained through a structured questionnaire, and interviews among a sample of participants purposively selected. The collected data were analyzed using Pearson correlation analysis and Descriptive statistics. The study found that there was a positive and strong relationship (r=.788, p =.05, n= 118) between youths’ employ ability development (YED) and skills acquisition (SA) in Lagos State. Also, the Pearson correlation result of (r = 0.795, p-value 0.035), indicated a positive and significant relationship between youth employment and skills acquisition in Lagos State as the p-value computed at 0.035 was lower than the level of significance at 0.05. The Pearson correlation analysis also showed a significant and positive relationship (r = 0.732, p-value 0.024) between skill acquisition, and entrepreneurial capability in Lagos State. The computed p-value (0.024) was less than the study’s chosen significance level (0.05). These findings showed that vocational skills training and skills acquisition programmes have impacted youth’s employability skills development and employment creation in Lagos State. The study recommended that the government should provide adequate funding for skills acquisition programmes, integrate more relevant partners, and make vocational skills centers available in all local government areas of the state.

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Lindner, Nadja, Korbinian Moeller, Verena Dresen, Silvia Pixner, and Jan Lonnemann. "Children’s spatial language skills predict their verbal number skills: A longitudinal study." PLOS ONE 17, no. 10 (October 31, 2022): e0277026. http://dx.doi.org/10.1371/journal.pone.0277026.

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The process of number symbolization is assumed to be critically influenced by the acquisition of so-called verbal number skills (e.g., verbally reciting the number chain and naming Arabic numerals). For the acquisition of these verbal number skills, verbal and visuospatial skills are discussed as contributing factors. In this context, children’s verbal number skills have been found to be associated with their concurrent spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind). In a longitudinal study with three measurement times (T1, T2, T3) at an interval of about 6 months, we evaluated the predictive role of preschool children’s (mean age at T1: 3 years and 10 months) spatial language skills for the acquisition of verbal number skills. Children’s spatial language skills at T2 significantly predicted their verbal number skills at T3, when controlling for influences of important covariates such as vocabulary knowledge. In addition, further analyses replicated previous results indicating that children’s spatial language skills at T2 were associated with their verbal number skills at T2. Exploratory analyses further revealed that children’s verbal number skills at T1 predict their spatial language at T2. Results suggests that better spatial language skills at the age of 4 years facilitate the future acquisition of verbal number skills.

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Olaisen, Rho Henry, Susan Flocke, and Thomas Love. "Learning to swim: role of gender, age and practice in Latino children, ages 3–14." Injury Prevention 24, no. 2 (April 26, 2017): 129–34. http://dx.doi.org/10.1136/injuryprev-2016-042171.

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ObjectiveWe evaluate the effectiveness of a swim skill acquisition intervention among Latino youths, ages 3–14, a minority population at increased risk of drowning.MethodsParents were recruited through community institutions to have their children participate in group swim lessons. Each child's swim ability was assessed at baseline, and they were then exposed to swim lessons over an 8-week period, taught by trained professionals. The swim skill curriculum focused on water safety, flotation and endurance, at five levels of increasing skill acquisition. Final swim ability was assessed on the last day of the child's participation. Programme effectiveness was measured using direct pre–post comparisons with and without adjustment for key moderators (age and gender) and a mediator (number of practices). We also present a bias-adjusted estimate comparing low with high practice volume relying on a propensity score analysis.ResultsAmong the 149 participating children, average acquisition was 12.3 swim skills (95% CI 10.7 to 14.1). Skill acquisition varied by age category (3–5, 6–9 and 10–14 years) and by gender. We found a strong practice intensity effect, with skill acquisition accelerated for those participating in 10 or more swimming lessons. The propensity-adjusted estimate of the impact of 10 or more compared with 9 or fewer lessons was 8.2 skills (95% CI 4.8 to 11.8).ConclusionsAn 8-week swim intervention is effective at building skills in a community-based sample of Latino children, ages 3–14 years. The number of swimming lessons was a far stronger correlate of skill acquisition than were age or gender.

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Furukawa, Koichi, Toshiki Masuda, and Ikuo Kobayashi. "Abductive Reasoning as an Integrating Framework in Skill Acquisition." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 8 (October 20, 2011): 954–61. http://dx.doi.org/10.20965/jaciii.2011.p0954.

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Skill acquisition includes many issues, such as finding explanations for skillful performance, finding missing links in skill explanations, diagnosing performance malfunctions, identifying the role of “surprising facts” in skill discovery, and accommodating new skills. Interestingly, most of these issues are treated appropriately in an abductive reasoning framework. In this article, we focus on the skill of cello playing. A cellistmay find musical passages not playable using previously acquired methods alone. In such a case, we must invent a new skill, which we call an abduced skill. A simple case of skill abduction can be realized by adding a factual hypothesis, whereas in some cases we need rule abduction. In acquiring new skills, an instructor’s suggestion may improve a learner’s skill. This indicates the importance of such suggestions, which are called “surprising facts” in abduction. We point out the importance of surprising facts by showing two examples of dramatic improvement.

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Journal articles on the topic 'Skills acquisition'

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