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Effects of Practice Conditions and Supplemental Training Method on Cognitive Learning and Interpersonal Skill
Organizational Behavior and Human Decision Processes
|December 16, 1998
Summary
Stressful practice and mastery-oriented training enhance interpersonal skill transfer. This approach improves cognitive learning and task performance by fostering deeper understanding and engagement, leading to better generalization of skills.
Area of Science:
- Organizational Psychology
- Cognitive Psychology
- Skill Acquisition
Background:
- Rising organizational investment in interpersonal skills training.
- Limited understanding of cognitive learning transfer to interpersonal task performance.
- Unclear mechanisms for generalizing interpersonal skills across different domains.
Purpose of the Study:
- To examine the effectiveness of practice conditions and training orientations on cognitive learning and interpersonal skill transfer.
- To investigate the mechanisms underlying skill generalization.
- To identify optimal training strategies for enhancing interpersonal competence.
Main Methods:
- A 2x2 experimental design was employed.
- Investigated neutral vs. stressful practice conditions.
- Assessed mastery- vs. performance-oriented supplemental training.
Main Results:
- Stressful practice combined with mastery-oriented training yielded greater interpersonal skill transfer.
- Superior cognitive learning (recall, comprehension, synthesis) was observed in this condition.
- Increased time on task mediated the positive effects on skill transfer.
Conclusions:
- Stressful practice conditions, when paired with mastery-oriented training, effectively promote interpersonal skill transfer.
- Cognitive learning and sustained engagement are key mechanisms driving skill generalization.
- These findings offer insights for optimizing interpersonal skills training programs.