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This article reports on a calculational approach for combining measures of mental workload and task performance that allows one to obtain information on the relative efficiency of instructional conditions. The method is based on the standardization of raw scores for mental effort and task performance to z scores, which are displayed in a cross of axes. Relative condition efficiency is calculated as the perpendicular distance to the line that is assumed to represent an efficiency of zero. We conclude that the method for calculating and representing relative condition efficiency discussed here can be a valuable addition to research on the training and performance of complex cognitive tasks.

Objective: Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. Background: Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. Method: Participants conducted scenario-based exercises in both simplified (Study 1) and high-fidelity (Study 2) training environments. In both studies, half of the participants received instruction in critical thinking. The other half conducted the same exercises but without critical thinking instruction. After the training, test scenarios were administered to both groups. Results: The first study showed that critical thinking instruction enhanced decision outcomes during both training and the test. In the second study, critical thinking instruction benefited both decision outcomes and processes, specifically on the transfer to untrained problems. Conclusion:The results suggest that critical thinking instruction improves decision strategy and enhances understanding of the general principles of the domain. Application: The results of this study warrant the implementation of critical thinking instruction in training programs for professional decision makers that have to operate in complex and highly interactive, dynamic environments.

OBJECTIVE: Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. BACKGROUND: Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. METHOD: Participants conducted scenario-based exercises in both simplified (Study I) and high-fidelity (Study 2) training environments. In both studies, half of the participants received instruction in critical thinking. The other half conducted the same exercises but without critical thinking instruction. After the training, test scenarios were administered to both groups. RESULTS: The first study showed that critical thinking instruction enhanced decision outcomes during both training and the test. In the second study, critical thinking instruction benefited both decision outcomes and processes, specifically on the transfer to untrained problems. CONCLUSION: The results suggest that critical thinking instruction improves decision strategy and enhances understanding of the general principles of the domain. APPLICATION: The results of this study warrant the implementation of critical thinking instruction in training programs for professional decision makers that have to operate in complex and highly interactive, dynamic environments.

AbstractWhen analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context to be effective. In an experimental study with 89 pre-service biology teachers, we investigated the effect of a short professional vision training and whether two design principles from multimedia learning research—namely segmenting and self-explanation prompts—could additionally increase training effects. In a one-hour training session on small-group tutoring strategies, participants watched practice video examples either as a whole or segmented. After each video or video segment, respectively, they received either open or focused self-explanation prompts to analyze the scene. We assessed participants' professional vision skills before and after training. Overall, participants' performance substantially increased from pretest to posttest. Moreover, during training, both segmented video examples and focused self-explanation prompts led to increased noticing of relevant strategies. This advantage during training, however, did not result in higher professional vision improvement in posttest scores compared to participants who worked in the less supported training phase conditions. We discuss possible explanations why additional support increased training performance but not learning gains and suggest an additional fading phase as a means to achieve persistent effects.