Training for Cognitive Readiness: Research Issues and Experimental Designs
In the present article, we aim to provide guidelines on how to conduct research for the enhancement of training for cognitive readiness (CR). After distinguishing between trainable CR skills and stable person-related variables, CR components that are trainable need to be defined in terms of knowledge, skills, and attitudes, and person-related variables need to be selected as prerequisites for training success, as they define the composite construct of CR. Training success in turn needs to include indicators of successful performance in unpredictable environments after training of CR that operationalizes temporal and adaptive transfer. We suggest a basic module for training-of-CR research, which includes a pretest measuring the baseline of the participants’ knowledge, skills, and attitudes; person-related variables as control variables; predictors and moderators of CR training success; and two posttests for the assessment of training performance directly after training and following a retention interval for both temporal and adaptive transfer. For further research, we suggest extending the basic module with research on spacing of practice, performance under stress, and individual differences in cognition and personality. This research will enhance the understanding of the interplay between person- and trainingrelated variables that best predicts the prerequisites for establishing and sustaining competent performance in complex and stressful environments.
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