When Training With a Partner Is Inferior to Training Alone: The Importance of Dyad Type and Interaction Quality

Journal of Experimental Psychology: Applied

Volumn 16, Issue 4, 2010, Pages 335-348

  Crook, Amy E ^a   Beier, Margaret E ^a  

^a RICE UNIVERSITY   (United States)

Author keywords

Dyad training; Metacognition; Skill acquisition; Training

Indexed keywords

ADULT; ANALYSIS OF VARIANCE; ARTICLE; CLINICAL TRIAL; COGNITION; COMPUTER PROGRAM; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; COOPERATION; HUMAN; HUMAN RELATION; INTERPERSONAL COMMUNICATION; LEARNING; LONG TERM MEMORY; PSYCHOLOGICAL MODEL; QUESTIONNAIRE; RANDOMIZED CONTROLLED TRIAL; SOCIAL CONTROL;

ANALYSIS OF VARIANCE; COGNITION; COMMUNICATION; COOPERATIVE BEHAVIOR; HUMANS; INTERPERSONAL RELATIONS; LEARNING; MODELS, PSYCHOLOGICAL; QUESTIONNAIRES; RETENTION (PSYCHOLOGY); SOCIAL CONTROL, INFORMAL; SOFTWARE; YOUNG ADULT;

EID: 78651355459     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0021913     Document Type: Article

References (46)

1. Ackerman P.L. Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General 1988, 117:288-318.
2. Ackerman P.L., Beier M.E., Boyle M.D. Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General 2002, 131:567-589.
3. Ackerman P.L., Cianciolo A.T. Psychomotor abilities via touch-panel testing: Measurement innovations, construct, and criterion validity. Human Performance 1999, 12:231-273.
4. Anderson J.R. Acquisition of cognitive skill. Psychological Review 1982, 89:369-406.
5. Arthur W., Day E.A., Bennett W., McNelly T.L., Jordan J.A. Dyadic versus individual training protocols: Loss and reacquisition of a complex skill. Journal of Applied Psychology 1997, 82:783-791.
6. Arthur W., Strong M.H., Jordan J.A., Williamson J.E., Shebilske W.L., Regian J.W. Visual attention: Individual differences in training and predicting complex task performance. Acta Psychologica 1995, 88:3-23.
7. Bandura A. Social learning theory 1977, Prentice Hall, Englewood Cliffs, NJ.
8. Bandura A. Social foundations of thought and action: A social cognitive theory 1986, Prentice Hall, Englewood Cliffs, NJ.
9. Basden B.H., Basden D.R., Bryner S., Thomas R.L. A comparison of group and individual remembering: Does collaboration disrupt retrieval strategies?. Journal of Experimental Psychology: Learning, Memory, and Cognition 1997, 23:1176-1189.
10. Bryk A., Raudenbush S.W. Hierarchical linear models for social and behavioral research: Applications and data analysis methods 1992, Sage, Newbury Park, CA.
11. Carter M., Beier M.E. The effectiveness of error management training with working aged adults. Personnel Psychology 2010, 63:641-675.
12. Cohen J. Statistical power analysis for the behavioral sciences 1988, Erlbaum, Hillsdale, NJ. 2nd ed.
13. Crook A.E., Beier M.E. Two heads are not always better than one: Defining parameters for collaboration in training. Industrial and Organizational Psychology: Perspectives on Science and Practice 2008, 1:484-486.
14. Day E.A., Arthur W., Bell S.T., Edwards B.D., Bennett W., Mendoza J.L., Tubre T.C. Ability-based pairing strategies in the team-based training of a complex skill: Does the intelligence of your training partner matter?. Intelligence 2005, 33:39-65.
15. Day E.A., Arthur W., Shebilske W.L. Ability determinants of complex skill acquisition: Effects of training protocol. Acta Psychologica 1997, 97:145-165.
16. Dillenbourg P., Baker M., Blaye A., O'Malley C. The evolution of research on collaborative learning. Learning in humans and machine: Towards an interdisciplinary learning science 1996, 189-211. Elsevier, Oxford. E. Spada, P. Reiman (Eds.).
17. Enders C.K., Tofighi D. Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods 2007, 12:121-138.
18. Eysenck M.W., Keane M.T. Cognitive psychology: A student's handbook 2005, Psychology Press, New York.
19. Flavell J.H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist 1979, 34:906-911.
20. Ford J.K., Smith A.M., Weissbein D.A., Gully S.M., Salas E. Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology 1998, 83:218-233.
21. Frey M.C., Detterman D.K. Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability. Psychological Science 2004, 15:373-378.
22. Goldstein I.L., Ford J.K. Training in organizations: Needs assessment, development, and evaluation 2002, Wadsworth, Belmont, CA. 4th ed.
23. Gopher D. The skill of attention control: Acquisition and execution of attention strategies. Attention and performance: XIV. Synergies in experimental psychology, artificial intelligence and cognitive neuroscience 1993, 299-322. Erlbaum, Hillsdale, NJ. D. Meyer, S. Korenblom (Eds.).
24. Kanfer R., Ackerman P.L. Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology 1989, 74:657-690.
25. Karau S.J., Williams K.D. Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology 1993, 65:681-706.
26. Karau S.J., Williams K.D. Social loafing: Research findings, implications, and future directions. Current Directions in Psychological Science 1995, 5:134-140.
27. Kenny D.A., Kashy D.A., Cook W.L. Dyadic data analysis 2006, Guilford Press, New York.
28. Kirschner F., Paas F., Kirschner P.A. Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior 2009, 25:306-314.
29. Kirschner F., Paas F., Kirschner P.A. Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology 2010, Advance online publication. doi: 10.1002/acp.1730.
30. Kraiger K. Transforming our models of learning and development: Web-based instruction as enabler of third generation instruction. Industrial and Organizational Psychology: Perspectives on Science and Practice 2008, 1:454-467.
31. Latané B., Williams K., Harkins S. Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology 1979, 37:822-832.
32. Mané A., Donchin E. The Space Fortress game. Acta Psychologica 1989, 71:17-22.
33. Olea M.M., Ree M.J. Predicting pilot and navigator criteria: Not much more than g. Journal of Applied Psychology 1994, 79:845-851.
34. Ree M.J., Carretta T.R., Teachout M.S. Role of ability and prior knowledge in complex training performance. Journal of Applied Psychology 1995, 80:721-730.
35. Ree M.J., Earles J.A. Predicting training success: Not much more than g. Personnel Psychology 1991, 44:321-332.
36. Schmidt A.M., Ford K.J. Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes. Personnel Psychology 2003, 56:405-429.
37. Schneider W., Shiffrin R.M. Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review 1977, 84:1-66.
38. Shea C.H., Wulf G., Whitacre C. Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior 1999, 31:119-125.
39. Shebilske W.L., Jordan J.A., Goettl B.P., Day E.A. Cognitive and social influences in training teams for complex skills. Journal of Experimental Psychology: Applied 1999, 5:227-249.
40. Shebilske W.L., Jordan J.A., Goettl B.P., Paulus L.E. Observation versus hands-on practice of complex skills in dyadic, triadic, tetradic training-teams. Human Factors 1998, 40:525-540.
41. Shebilske W.L., Regian J.W., Arthur W., Jordan J.A. A dyadic protocol for training complex skills. Human Factors 1992, 34:369-374.
42. Webb N.M. Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education 1991, 22:366-389.
43. Weldon E., Mustari E.L. Felt dispensability in groups of coactors: The effects of shared responsibility and explicit anonymity on cognitive effort. Organizational Behavior and Human Decision Processes 1988, 41:330-351.
44. Weldon M.E., Bellinger K.D. Collective memory: Collaborative and individual processes in remembering. Journal of Experimental Psychology: Learning, Memory, and Cognition 1997, 23:1160-1175.
45. Williams K.D., Nida S.A., Baca L.D., Latané B. Social loafing and swimming: Effects of identifiability on individual and relay performance of intercollegiate swimmers. Basic and Applied Social Psychology 1989, 10:73-81.
46. Wood R.E. Task complexity: Definition of the construct. Organizational Behavior and Human Decision Processes 1986, 37:60-82.