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Cognitive Transformation Theory: Contrasting Cognitive and Behavioral Learning

Authors:
  • ShadowBox LLC & MacroCognition LLC

Abstract

The traditional approach to learning is to define the objectives (the gap between the knowledge a person has and the knowledge the person needs to perform the task), establish the regimen for practice, and provide feedback. Learning procedures and factual data is seen as adding more information and skills to the person's storehouse of knowledge. However, this storehouse metaphor is poorly suited for cognitive skill, and does not address the differing learning needs of novices and experts. Teaching cognitive skills requires the diagnosis of the problem in terms of flaws in existing mental models, not gaps in knowledge. It requires learning objectives that are linked to the person's current mental models. It requires practice regimens that may have to result in "unlearning" that enables the person to abandon the current, flawed mental models. It requires feedback that promotes sensemaking. We propose a Cognitive Transformation Theory to guide the development of cognitive skills. Finally, we present several strategies that might be useful in overcoming barriers to understanding and to revising mental models. .
... During expertise development, humans establish 1 3 mental models which are initially very limited (e.g. Klein and Baxter 2009;Klein et al. 2006a, b). Repeated exposure to the task or situation allows humans to refine these mental models through experience (Anderson 2000;; Klein and Baxter 2009), relief working memory and increase human performance (Anderson 2000). ...
... Klein and Baxter 2009;Klein et al. 2006a, b). Repeated exposure to the task or situation allows humans to refine these mental models through experience (Anderson 2000;; Klein and Baxter 2009), relief working memory and increase human performance (Anderson 2000). Naturally, increasing occupational experience parallels with increasing age, giving rise to concerns about age-related cognitive decrements (Taylor et al. 2005) counteracting expertise benefits. ...
... Although not significant, our participant's reaction times decreased over time and with repeated exposure to automation failures. This suggests the presence of a trust calibration process according to the non-perfect capabilities of the speed control automation (McLeod et al. 2005) and a refinement of their mental representation of the capabilities of the automation, brought about by increasing experience with the automation Klein and Baxter 2009). We were therefore able to validate findings from other domains concerning negative effects of automation on performance (e.g. ...
Thesis
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Human failure performance of staff working in increasingly automated work environments, particularly control rooms, has been reported to deteriorate along with related constructs such as workload and fatigue once degrees of automation increased. At the same time, mediation effects of domain‐specific contextual factors were stressed, questioning the generalizability of the proposed automation effects onto domain‐specific applications. This thesis examined whether a specific contextual factor—monotony—mediated the proposed detrimental effects of degrees of automation on workload, fatigue, and human failure performance in domain‐specific railway automation, described by the taxonomy of grades of railway automation. Empirical evidence on workload, fatigue, and human failure performance, obtained in multiple laboratory studies with professional train drivers participating in simulated work at three different grades of railway automation, was presented. In line with the hypotheses, results showed detrimental effects of intermediate grades of railway automation in combination with increasing monotony on workload, fatigue, and human failure performance. Further results showed beneficial effects of the domain‐specific decrease in monotony on workload, fatigue, and human failure performance at high grades of railway automation featuring remote control and recovery of unattended railway operation. The presented results stress the impact of domain‐ specific contextual factors, such as monotony in railway automation, on automation effects. Task characteristics were shown to play a major role in shaping workload, fatigue, and human failure performance. The influence of contextual factors on the generalizability of established effects of degrees of automation on workload, fatigue and human failure performance is discussed.
... This analogy corresponds to the assessment of a situation and how crisis management personnel identify and define an unfolding crisis situation. This process relies on the personnel's cognitive skills to observe, understand, and assess the situation they face (Klein and Baxter 2009). Cognitive skills are dependent on mental models, which are the set of causal beliefs of how things fit together and are used to predict the effect of an action or decision (Klein and Baxter 2009). ...
... This process relies on the personnel's cognitive skills to observe, understand, and assess the situation they face (Klein and Baxter 2009). Cognitive skills are dependent on mental models, which are the set of causal beliefs of how things fit together and are used to predict the effect of an action or decision (Klein and Baxter 2009). Developing these cognitive skills is generally not a question about just acquiring more knowledge, but rather restructuring existing mental models (Klein and Baxter 2009). ...
... Cognitive skills are dependent on mental models, which are the set of causal beliefs of how things fit together and are used to predict the effect of an action or decision (Klein and Baxter 2009). Developing these cognitive skills is generally not a question about just acquiring more knowledge, but rather restructuring existing mental models (Klein and Baxter 2009). During restructuring, previous beliefs can be changed or rejected to better suit gained insights based on new experiences. ...
Article
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Resilience has in recent decades been introduced as a term describing a new perspective within the domains of disaster management and safety management. Several theoretical interpretations and definitions of the essence of resilience have been proposed, but less work has described how to operationalise resilience and implement the concept within organisations. This case study describes the implementation of a set of general resilience management guidelines for critical infrastructure within a Swedish Regional Medical Command and Control Team. The case study demonstrates how domain-independent guidelines can be contextualised and introduced at an operational level, through a comprehensive capability development programme. It also demonstrates how a set of conceptual and reflective tools consisting of educational, training and exercise sessions of increasing complexity and realism can be used to move from high-level guidelines to practice. The experience from the case study demonstrates the value of combining (1) developmental learning of practitioners’ cognitive skills through resilience-oriented reflection and interaction with dynamic complex open-ended problems; (2) contextualisation of generic guidelines as a basis for operational methodological support in the operational environment; and (3) the use of simulation-based training as part of a capability development programme with increasing complexity and realism across mixed educational, training and exercise sessions. As an actual example of a resilience implementation effort in a disaster medicine management organisation, the study contributes to the body of knowledge regarding how to implement the concept of resilience in operational practice.
... Parents' awareness of inconsistencies between their expectations about their child's development and their observations reveal some of the options individuals have when they encounter information that does not align with their existing mental model. Our findings are consistent with research that suggests individuals learn by discovering errors in their mental models (Klein and Baxter 2009). While some parents describe feeling resistant toward new information in stage 1, we also found evidence of parents challenging their mental models to accommodate the new information they were learning about their child: "Maybe my child is perfect, and I'm the one with the problem". ...
... This finding suggests that feelings and values are dynamic and that feelings of uncertainty or sadness in stage 1 may lessen throughout transition (Milshtein et al. 2010). This finding also aligns with mental model research which indicates as individuals encounter new and unfamiliar situations, they may not be able to link the new information with their existing mental models (Klein and Baxter 2009). The disconnect between parental expectations and observations may prompt parents to begin searching for information, which we found to be associated with feelings of uncertainty. ...
Article
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Previous research suggests that parents may experience higher levels of depression, stress, and uncertainty around the time when their child receives a diagnosis of a developmental disorder. However, there is mounting evidence that some parents experience positive transformation related to their child’s diagnosis. We used an exploratory mixed method design to elicit parents’ mental models related to their child’s developmental diagnosis. We analyzed parents’ responses to six open-ended online survey questions to gain insights about parents’ transition with respect to their child’s diagnosis. Our findings indicate that some parents’ mental models associated with their child’s developmental diagnosis change. We found that parents associate awareness of their child’s differences with feeling uncertain and wanting to search for information. Parents’ descriptions of adapting to a new state was associated with experiencing frustration and confusion with providers and other people outside of their immediate family. Parents’ expressed confidence and pride describing their experiences related to accepting their child’s diagnosis. Parents’ descriptions of acceptance often focused on greater understanding of their needs. Our results suggest that a three-stage model to describe parent transition is appropriate. Additionally, it appears that parent mental models related to their child’s developmental diagnosis evolve over time. Future studies should explore the ways in which gaining insight about parent mental models of transition may inform developing education and other supports for families.
... Bu yaklaşımların bazıları geleneksel yaklaşımlar olarak adlandırılmıştır (Hannay ve Newvine, 2006). Ancak zamanla geleneksel yaklaşımların; öğrencilerin bilişsel düzeylerine önem vermemesi, bilgiyi genel olarak ezber yoluyla elde etmeyi hedeflemesi (Oflaz, 2015) ve bireysel farklılıkları yok sayması gibi nedenlerden dolayı eleştirilmiştir (Klein ve Baxter, 2006). Bu eleştiriler eğitim uzmanlarının bireyin öğrenme sürecine bakış açılarının değişmesini ve öğrenme yaklaşımlarına yönelik farklı alternatifler geliştirilmesini sağlamıştır (Russel ve Norvig, 2005). ...
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