Psychology 7011B – Training and Aging Seminar

Spring, 1999

Fridays:  2:05-4:55 PM

Room 285 - Psychology Bldg.

INSTRUCTOR:         Dr. Wendy A. Rogers

OFFICE:                     Room  284 - Psychology Bldg.

OFFICE PHONE:      894-6775

EMAIL:                      wr43@prism.gatech.edu

OFFICE HOURS:      by appointment

READINGS:              Set of readings available for photocopying

COURSE OVERVIEW:  To explore general issues in training as well as specific age-related training issues.  We will discuss general topics in training including transfer and retention issues.  We will also focus on specific training domains including attention training, strategy training, memory training, job training, and computer training.

EVALUATION:  Your course grade will be determined by:

(1) Brief discussion with questions prepared for each class (20%).  For each class you will prepare a one page discussion of the readings (not a summary).  You should extract the important issues of the readings, and, more importantly, propose discussion questions for class.

(2) Class participation  (25%).  You will be expected to participate in the class discussions, by sharing your discussion questions and by participating in the general discussion.

(3) Presentation (20%).  Students will be assigned as Discussion Leaders for one section  of the weekly topics to present an overview and identify topics for discussion.  Your task as discussion leader will be to give a brief overview of the topic (i.e., less than 30 minutes).  The purpose of the overview will be to integrate the major issues of interest and perhaps provide some background information on the topic as a whole.  You will then be responsible for leading the discussion of the issues.  Be prepared with discussion ideas of confusing or controversial issues, similarities/ differences among approaches, limitations of positions, follow-up experiments (what issues remain or require further clarification, what methodology might you use). 

(4)  Research Proposal (35%).  A 15-25 page research proposal is due on the last day of classes (5:00 P.M. - June 4).  The paper will propose an experiment (or a series of experiments).  The topic of the experiment is open to any area of training and aging.  The paper should be in APA format (see the 1994 Publication Manual of the American Psychological Association, 4th Edition, Washington, DC: American Psychological Association).  Your research proposal should have an introduction, a detailed method section, and a discussion section.  At our class meeting on April 30, you must turn in a one-page abstract on the topic of your paper.  The abstract is a description of your idea.  Thus, you must have thought about your topic and done some reading by this time to be able to write a reasonable abstract.  You cannot change the topic of your proposal after you have turned in your abstract unless you have permission from me. 

NOTES: 

·      Remember what plagiarism is and how to avoid it (see below).

·      I will not read more than 25 pages (not including references)

·      Papers will be docked a full letter grade for each day late.

 

Writing Papers on Topics in Psychology

1)  Plagiarism

·      Webster’s Ninth New Collegiate Dictionary (1986).  Springfield, MA:  Merriam-Webster "plagiarize: to steal and pass off (the ideas or words of another) as one's own; use (a created production) without crediting the source; to commit literary theft - present as new and original an idea or product derived from an existing source"  (p. 898, emphasis added) 

·      APA Ethical Principles of Psychologists and Code of Conduct: 6.22: "Psychologists do not present substantial portions or elements of another's work or data as their own, even if the other work or data source is cited occasionally." (p.13)

 

2)  Primary Sources

·      ALWAYS go to the primary source, if available.

·      In other words, don't trust anyone but yourself to interpret an article.  If you are going to reference it, you (or one of your co-authors) should have read it.

·      Exceptions - reference is in a foreign language; reference is a technical report that is not accessible (may be classified)

 

3)  Use of References

·      To support an assertion (ex. "Females are better at solving verbal word problems than are males"  What research is this claim based on?  A reference must be provided to support it).

·      ALL references cited in the text MUST be listed in the reference list (in APA format - which includes the author(s), year, title, journal or book, volume, page numbers, and for books, the publisher)

·      The ONLY references in the reference list are those which are referenced in the text.  It doesn't matter if you read 30 other articles - if you didn't reference them in any way, they don't belong in the reference list.

·       It is the author's responsibility to ensure that the references are complete and ACCURATE;  It is therefore irresponsible not to double-check all of your references.

 

 

READINGS FOR TRAINING AND AGING SEMINAR (PSY 7011B)

General Issues in Training and Aging

General

Swezey, R. W., and Llaneras, R. E. (1997).  Models in training and instruction.  In G. Salvendy (Ed.), Handbook of human factors and ergonomics (2nd edition, pp. 514-577).  New York: Wiley.

Age-related

Birren, J. A. and Schroots, J. F. (1996).  History, concepts, and theory in the psychology of aging.  In J.E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (4th Edition, pp.  3-23).  San Diego: Academic Press.

Hunt, E. (1993).  What do we need to know about aging?  In J. Cerella, J. Rybash, W. Hoyer, & M. L. Commons, (Eds.), Adult information processing:  Limits on loss (pp. 587-598).  San Diego: Academic Press.

Job Training

General

Goldstein, I. L. (1993).  Training in organizations: Needs assessment, development, and evaluation (3rd ed.).  Pacific Grove, CA: Brooks/Cole.  (Chapter 3:  The Needs Assessment Phase, pp. 29-82)

Cannon-Bowers, J. A. & Salas, E. (1997).  A framework for developing team performance measures in training.  In M. T. Brannick, E. Salas, & C. Prince (Eds.), Team performance assessment and measurement: Theory, methods, and Applications (pp.45-62).  Mahwah, NJ: Erlbaum.

Age-related

Kubeck, J. E., Delp, N. D., Haslett, T. K., & McDaniel, M. A. (1996).  Does job-related training performance decline with age?  Psychology and Aging, 11, 92-107.

Sterns, H. L. & Doverspike, D. (1989).  Aging and the training and learning process.  In I. L. Goldstein (Ed.), Training and development in organizations (pp. 299-332).  San Francisco: Jossey-Bass.

Transfer

General

Baldwin, T. T. & Ford, J. K. (1988).  Transfer of training: A review and directions for future research.  Personnel Psychology, 41, 63-105.

Holding, D. H. (1991).  Transfer of training.  In J. E. Morrison (Ed.), Training for performance: Principles of applied human learning (pp. 93-125).  New York: Wiley.

Age-related

Willis, S. L. (1990).  Improvement with cognitive training: Which old dogs learn what tricks?.  In L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and late life (pp.  545-569).  Cambridge: Cambridge University Press.

Chaput, S. and Proteau, L. (1996).  Aging and motor control.  Journals of Gerontology: Psychological Sciences, 51B, P346-P355. 

 

Retention

General

Healy, A., Clawson, D. M., McNamara, D. S., Marmie, W. R., Schneider, V. I., Rickard, T. C., Crutcher, R. J., King, C. L., Ericsson, K. A., & Bourne, L. E.  (1993).  The long-term retention of knowledge and skills.  In D. L. Medin (Ed.),  The psychology of learning and motivation, Volume 30 (pp. 135-164).  New York: Academic Press. 

Cooke, N. J., Durso, F. T., & Schvanaveldt, R. W. (1994).  Retention of skilled search after nine years.  Human Factors, 36, 597-605.

 

Age-related

Rogers, W. A. (1996).  Assessing age-related differences in the long-term retention of skills.  In W. A. Rogers, A. D. Fisk, & N. Walker (Eds.), Aging and skilled performance:  Advances in theory and application (pp. 185-200).  Hillsdale, NJ: Erlbaum.

Fisk, A. D., Hertzog, C., Lee, M. D., Rogers, W. A., & Anderson, M.  (1994).  Long-term retention of skilled visual search: Do young adults retain more than old adults?  Psychology and Aging, 9, 206-215.

Mead, S., & Fisk, A. D. (1998).  Measuring skill acquisition and retention with an ATM simulator: The need for age-specific training.  Human Factors, 40, 516-523.

Attention Training

General

Gopher, D. (1992).  The skill of attentional control: Acquisition and execution of attention strategies.  In D. Meyer & S. Kornblum (Eds.), Attention and performance XIV: Synergies in experimental psychology, artificial intelligence, and cognitive neuroscience (pp. 299-322).  Cambridge, MA: MIT Press.

Gopher, D., Weil, M. & Bareket, T. (1994).  Transfer of skill from a computer game trainer to flight.  Human Factors, 36, 387-405.

Age-related

Kramer, A. F., Larish, J. F., & Strayer, D. L. (1995).  Training for attentional control in dual task settings: A comparison of young and old adults.  Journal of Experimental Psychology: Applied, 1, 50-76.

Ball, K., Beard, B., Roenker, D., Miller, R., & Griggs, D. (1988).  Age and visual search:  Expanding the useful field of view.  Journal of the Optical Society of America, 5, 2210-2219.

 

Strategy Training

General

Schunn, C. D. & Reder, L. M. (in press).  Strategy adaptivity and individual differences.  In D. L. Medin (Ed.), The psychology of learning and motivation (pp.xx-xx).  New York: Academic Press.

Carlson, R. A., Lundy, D. H., & Schneider, W. (1992).  Strategy guidance and memory aiding in learning a problem-solving skill.  Human Factors, 34, 129-145.

Age-related

Marquie, J., & Baracat, B. (1992).  Task complexity effects, attentional cost, and strategies in young and older adults.  Cahiers de Psychologie Cognitive, 12 (4), 333-362.

Rogers, W. A. & Gilbert, D. K. (1997).  Do performance strategies mediate age-related differences in associative learning?  Psychology and Aging, 12, 620-633.

 

Memory Training

General

Kliegl, R., Smith, J., Heckhausen, J., & Baltes, P. B. (1987).  Mnemonic training for the acquisition of skilled digit memory.  Cognition and Instruction, 4, 203-223.

Ericsson, K.A. & Polson, J. (1988).  An experimental analysis of the mechanisms of a memory skill.  Journal of Experimental Psychology: Learning, Memory, and Cognition.  14, 305-316.

Age-related

Neely, A. S., & Bäckman, L. (1993).  Long-term maintenance of gains from memory training in older adults:  Two 3 ½ year follow-up studies.  Journal of Gerontology: Psychological Sciences, 48, P233-P237.

Neely, A. S., & Bäckman, L. (1995). Effects of multifactorial memory training in old age: Generalizability across tasks and individuals.  Journal of Gerontology: Psychological Sciences, 50B, P134-P140.

Dunlosky, J., & Hertzog, C.  (1998).  Training programs to improve learning in later adulthood: Helping older adults educate themselves.  In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 249-275).  Mahwah, NJ: Erlbaum.

 

Computer Training

General

Chandler, P. & Sweller, J. (1996).  Cognitive load while learning to use a computer program.  Applied Cognitive Psychology, 10, 151-170.

Speelman, C. P. & Kirsner, K. (1993).  New goals for HCI training: How to mix old and new skills in the trainee.  International Journal of Human Computer Interaction, 5, 41-69.

Age-related

Kelly, C. L. & Charness, N. (1995).  Issues in training older adults to use computers.  Behavior and Information Technology.  14, 107-120.

Echt, K. C., Morrell, R. W., & Park, D. C. (1998).  Effects of age and training formats on basic computer skill acquisition in older adults.  Educational Gerontology, 24, 3-25.

 

 

AMENDED READING SCHEDULE

Date

Day

Topic

General Reading

Age-Related Reading

Discussion Leader

4/2

Friday

Introduction

-----

-----

-----

4/9

Friday

General Issues

Swezey & Llaneras (1997)

Birren & Schroots (1996)

Hunt (1993)

-----

4/14
Wednesday

Job Training

Goldstein (1993)

Cannon-Bowers & Salas (1997)

Kubeck, Delp, Haslett, & McDaniel (1996)

Sterns & Doverspike (1989)

General: ___________

Aging: ___________

4/23

Friday

Transfer

Baldwin & Ford (1988)

Holding (1991)

Willis (1990)

Chaput and Proteau (1996)

General: ___________

Aging: ___________

4/30

Friday

Retention

Healy et al. (1993)

Cooke, Durso, & Schvanaveldt (1994)

Rogers (1996); Fisk et al. (1994);

Mead & Fisk (1998)

General: ___________

Aging: ___________

5/7

Friday

Attention Training

Gopher (1992)

Gopher, Weil, and Baraket (1994)

Kramer, Larish, & Strayer (1995)

Ball et al. (1988)

General: ___________

Aging: ___________

5/14

Friday

NO CLASS

MEETING                  WORK ON

RESEARCH PROPOSAL

 

5/21

Friday

Strategy Training

Schunn & Reder (in press)

Carlson, Lundy, & Schneider (1992)

Marquie & Baracat (1992)

Rogers & Gilbert (1997)

General: ___________

Aging: ___________

5/26

Wednesday

Memory Training

Kliegl et al (1987)

Ericsson & Polson (1988)

Neely & Bäckman (1993, 1995)

Dunlosky & Hertzog (1998)

General: ___________

Aging: ___________

6/4

Friday

Computer Training

Chandler & Sweller (1996)

Speelman & Kirsner (1993)

Kelly & Charness (1995)

Echt, Morrell & Park (1998)

General: ___________

Aging: ___________

Critical Dates:      Friday, April 30                  One-Page Abstract Due for Research Proposal

                                                  Friday, June 4                    Paper Due  by 5:00 PM

 

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