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Training Procedures for Map Learning.

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Bibliographic Details
Title: Training Procedures for Map Learning.
Language: English
Authors: Thorndyke, Perry W., Stasz, Cathleen, Rand Corp., Santa Monica, CA.
Availability: The Rand Corporation, 1700 Main Street, Santa Monica, CA 90406 ($5.00)
Peer Reviewed: N
Page Count: 50
Publication Date: 1979
Sponsoring Agency: Office of Naval Research, Washington, DC. Psychological Sciences Div.
Office of Naval Research, Washington, DC. Personnel and Training Branch.
Contract Number: NOOO14-78-C-0042
NR-157-410
Report Number: Rand-N-1018-ONR
Document Type: Reports - Research
Descriptors: Cognitive Objectives, Cognitive Style, Educational Practices, Educational Research, Higher Education, Learning Processes, Locational Skills (Social Studies), Map Skills, Postsecondary Education, Skill Development, Task Analysis
Geographic Terms: U.S.; California
Abstract: This paper discusses a study to determine the influence of study procedures on success at map-learning tasks. The hypothesis was that subjects who used certain (effective) learning procedures would perform better than subjects who stressed other (less effective) techniques. The effective procedures set comprised techniques for learning spatial information, using self-generated feedback to guide subsequent study behavior, and partitioning the map into sections. The less effective procedures set comprised subjects' random learning techniques, random sampling, and unrestricted focus of attention. Methodology involved directing 43 college students to learn and reproduce maps according to their own techniques. Subjects were then divided into three groups and instructed to participate in a second map-learning task in which they used 1) procedures previously determined as effective learning aids, 2) procedures unrelated to learning success, or 3) their own learning techniques. Findings from a comparison of performance on the first and second map-learning task indicated that performance improvement was directly related to the frequency with which subjects used procedures designated as most effective learning aids. The conclusion is that students can improve learning effectiveness and performance of complex tasks such as map learning if they use procedures designated as effective learning aids. (DB)
Notes: For related documents, see SO 012 482.
Journal Code: RIEAUG1980
Entry Date: 1980
Accession Number: ED184949
Database: ERIC
FullText Text:
  Availability: 0
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  Label: Title
  Group: Ti
  Data: Training Procedures for Map Learning.
– Name: Language
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Thorndyke%2C+Perry+W%2E%22">Thorndyke, Perry W.</searchLink><br /><searchLink fieldCode="AR" term="%22Stasz%2C+Cathleen%22">Stasz, Cathleen</searchLink><br /><searchLink fieldCode="AR" term="%22Rand+Corp%2E%2C+Santa+Monica%2C+CA%2E%22">Rand Corp., Santa Monica, CA.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: The Rand Corporation, 1700 Main Street, Santa Monica, CA 90406 ($5.00)
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 50
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1979
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Naval Research, Washington, DC. Psychological Sciences Div.<br />Office of Naval Research, Washington, DC. Personnel and Training Branch.
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  Label: Contract Number
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  Data: NOOO14-78-C-0042<br />NR-157-410
– Name: NumberReport
  Label: Report Number
  Group: ID
  Data: Rand-N-1018-ONR
– Name: TypeDocument
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  Data: Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Objectives%22">Cognitive Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Locational+Skills+%28Social+Studies%29%22">Locational Skills (Social Studies)</searchLink><br /><searchLink fieldCode="DE" term="%22Map+Skills%22">Map Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+California%22">U.S.; California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper discusses a study to determine the influence of study procedures on success at map-learning tasks. The hypothesis was that subjects who used certain (effective) learning procedures would perform better than subjects who stressed other (less effective) techniques. The effective procedures set comprised techniques for learning spatial information, using self-generated feedback to guide subsequent study behavior, and partitioning the map into sections. The less effective procedures set comprised subjects' random learning techniques, random sampling, and unrestricted focus of attention. Methodology involved directing 43 college students to learn and reproduce maps according to their own techniques. Subjects were then divided into three groups and instructed to participate in a second map-learning task in which they used 1) procedures previously determined as effective learning aids, 2) procedures unrelated to learning success, or 3) their own learning techniques. Findings from a comparison of performance on the first and second map-learning task indicated that performance improvement was directly related to the frequency with which subjects used procedures designated as most effective learning aids. The conclusion is that students can improve learning effectiveness and performance of complex tasks such as map learning if they use procedures designated as effective learning aids. (DB)
– Name: Note
  Label: Notes
  Group: Note
  Data: For related documents, see SO 012 482.
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  Label: Journal Code
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  Label: Entry Date
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  Data: 1980
– Name: AN
  Label: Accession Number
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  Data: ED184949
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 50
    Subjects:
      – SubjectFull: Cognitive Objectives
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Locational Skills (Social Studies)
        Type: general
      – SubjectFull: Map Skills
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: U.S.; California
        Type: general
    Titles:
      – TitleFull: Training Procedures for Map Learning.
        Type: main
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          Name:
            NameFull: Rand Corp., Santa Monica, CA.
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            NameFull: Thorndyke, Perry W.
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            NameFull: Stasz, Cathleen
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          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 1979
ResultId 1