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
|August 3, 2023
概括
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.
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.
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