"Recognitional capacity"--the ability to recognize when procedures apply--is needed in order to perform tasks; this capacity cannot be replaced by higher-level procedures. As a result, guidebooks that attempt to provide step-by-step procedural accounts of task performance face an insurmountable barrier. User guides that attempt to show…

This study evaluates the relationships that exist between three types of visual and perceptual-motor tasks (coincidence-anticipation, tracking with rotary pursuit, and a unique two-dimensional discrete motor task) and investigates the nature of learning demonstrated by the subjects on each of the three tasks. Thirty male students were given 20…

A new approach to deriving human performance measures and criteria for use in automatically evaluating trainee performance is documented in this report. The ultimate application of the research is to provide methods for automatically measuring pilot performance in a flight simulator or from recorded in-flight data. An efficient method of…

The report reviews a number of schemes designed to describe the human behaviors occurring during task performance. The purpose of the review is to assess whether such schemes will be useful in classifying tasks per se. Included in the review are schemes which employ such conceptual units as functions, abilities, and overt behaviors. In general,…

This study investigates the effects of setting an overt level of aspiration on the standing long jump performance of mildly and moderately retarded institutionalized children. Thirty-three mildly retarded and seven moderately retarded students were randomly assigned to either an overt level of aspiration (OLA) group or a control group. Each…

A total of 276 respondents, who were faculty members in the Ohio Cooperative Extension Service, completed questionnaires. These respondents were county extension agents in agriculture, home economics, and administration. The objectives of the study were to determine (1) the relative importance of certain identified tasks of supervisors and how…

The report describes a series of studies carried out to develop methods by means of which observers can describe tasks in terms of their ability requirements. The general objective was to provide an instrument which could be utilized to describe both laboratory and operational tasks along a comprehensive set of specifically defined ability…

Three work sample tasks--a logical contouring problem, a "pull-up" from an aerial photograph, and a geometric restitution task--for use in predicting job performance of the Cartographic Technician are provided. (For related documents, see TM 001 408, 463, 465, 466.) (DB)

The two concepts of responsibility and accountability are differentiated, and their applications to the fields of education/training and management discussed. Suggested methods by which nonperformance prevention can be incorporated into the education/training process emphasize the inclusion of real-world conditions in the training program. (EC)

A look at how audiovisual technicians can help directors by producing media software, performing simple maintenance techniques, and distributing media hardware. (HB)

The routine use of self-appraisal would improve performance appraisal and serve as a ready, inexpensive source of criterion data against which to validate predictors. (Author/IRT)

The success of programed movement depends, to the same degree, on the amount of time needed for identification of outside interferences and the reaction to it, as well as the degree of the adjustment of muscular tension to this interference. (Author)

A distinction between two classes of problems used in laboratory studies of judgment and inference phenomena is made. The distinction is relevant to both single-cue probability learning and multiple cue probability learning within the linear lens model paradigm. (Author/JKS)

The author describes a method for scoring Flanders' Interaction Analysis Categories when trainee teachers' competence in coding a typed transcript is being assessed. (GW)

Forty-eight fourth- and fifth-grade boys and girls designated as low-, middle-, or high-anxious performed anagram tasks in the presence of an experimenter also working on anagrams. Results showed that high-anxious children had the lowest performance scores and exhibited substantially more off-task glancing than low- and middle-anxious children.…