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相关概念视频

Social Loafing01:37

Social Loafing

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Hindsight Biases01:12

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Fundamental Attribution Error01:14

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According to some social psychologists, people tend to overemphasize internal factors as explanations—or attributions—for the behavior of other people. They tend to assume that the behavior of another person is a trait of that person, and to underestimate the power of the situation on the behavior of others. They tend to fail to recognize when the behavior of another is due to situational variables, and thus to the person’s state. This erroneous assumption is...
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High-Level and Low-Level Awareness01:19

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Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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在基于绩效的学习中解散任务上的努力:信息-知识差距指导了努力分配决策.

Jay H Hardy1, Eric Anthony Day2, Maddison N North2

  • 1College of Business, Oregon State University.

The Journal of applied psychology
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概括
此摘要是机器生成的。

员工通过管理信息知识差距来平衡学习和绩效. 这个差距指导着努力的分配,根据任务的新性和学习进度,在探索和开发之间进行转换.

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科学领域:

  • 认知心理学 认知心理学
  • 组织行为 组织行为
  • 学习科学 学习科学

背景情况:

  • 职场学习需要平衡利用 (利用现有知识) 和探索 (开发新技能).
  • 员工的努力是有限的,在即时表现和长期适应之间存在困境.
  • 了解努力分配是设计有效学习干预措施的关键.

研究的目的:

  • 调查信息知识差距在基于绩效的学习过程中指导任务上的努力中的作用.
  • 测试信息-知识差距是否是推动努力分配决策的心理机制.
  • 检查这种差距如何影响勘探和开采之间的平衡.

主要方法:

  • 研究1:评估了成年人学习复杂任务的努力分配 (N=121) 并将其与信息知识差距相关联.
  • 研究2:使用任务更换范式与新任务来观察努力分配中的适应性反应 (N=176).
  • 测量了任务时的注意力和任务需求与能力之间的感知差异.

主要成果:

  • 更大的信息知识差距导致了对任务的注意力和努力投资的增加.
  • 随着学习的进步,信息知识差距减少,努力转向利用.
  • 引入新的任务要求扩大信息知识差距,促使人们重新转向探索.

结论:

  • 信息知识差距是一个关键的心理机制,在学习过程中调节任务上的努力.
  • 根据这一差距,学习者可以在探索和开发之间战略性地调整他们的努力分配.
  • 这些发现为了解基于绩效的学习中有限的注意力资源如何管理提供了一个框架.