Forced pacing eliminates positive transfer from computer aiding and leads subjects to use strategies requiring many more tests than necessary¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1980 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? There was no positive or negative transfer of training for forced-paced subjects, suggesting time pressure prevents studying what the aid does. → Rouse 1980

Evidence¶

Rouse 1980¶

Rouse, W. B., Rouse, S. H., Hunt, R. M., Johnson, W. B., and Pelligrino, S. J. (1980). Human Decision-Making in Computer-Aided Fault Diagnosis. Technical Report 434, Coordinated Science Laboratory, University of Illinois. https://eric.ed.gov/?id=ED192743

q2 · i? · causal · r1

Same Experiment Two forced-pacing study with twelve subjects on 49-component Task One problems. The article reports no positive or negative transfer for forced-paced subjects and interprets that subjects "may have to be allowed to reflecton what computer aiding is doing forthem" to gain transferable skills.

"Further, there was no positive(or negative) transfer oftraining for forced-paced subjects,indicating that subjectsmay have to be allowed to reflecton what computer aiding is doing forthem"

Discussion¶

Related Claims¶

• Computer aiding produces positive transfer of training: aided-trained subjects maintain performance on unaided fault-diagnosis displays — related
• Context-free diagnostic training transfers to context-specific performance: aided Task One training reduced cost to solution on two of three FAULT powerplants — related
• Aiding-based transfer differs by trainee experience: first-semester trainees showed no aided-to-unaided transfer on Task One and initial negative then positive transfer on Task Two — related
• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — related
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly — related