L9- Cogntion In The Workplace Flashcards
Expliain what training in the workplace is
Learning how to independently perform a job.
Name the three types of knowledge
Declarative= (verbalisable) episodic and semantic Procedural = (skills, where the procedure is completed automatically) Attitude= why we do certain things
In a workplace, what is the difference between procedural and declarative learning
Treated differently in the workplace,
Declarative is verbalisable, deeper process to help understanding and memory is stored within schemas.
Procedural; how to do things automatically, cannot verbalise these. Natural ability. Different brain system. Feedback is used in order to help perform procedural knowledge better
How do we acquire declarative knowledge
Through different levels of processing. Deeper processing means better memory.
List in order the levels of processing:
Sensory processing
Pattern recognition
Attaching meaning
Related thoughts and memory (deepest process)
Explain Tresselt and Mayzer 1960,deeper declarative processing study:
They gave each participants a list of words and were asked to do one of the following:
-cross out vowels (least level of processing)
-copy list by hand
-judge if to do w economics (highest level of processing)
Then were given a surprise memory test; showed recall was improved when higher level of processing occurred.
In the workplace; trainers should do what when trying to teach a worker declarative material
Should help them process this more deeply .
Link content to what is already known for a deeper understanding and remember it more.
Explain Bartletts schema theory
War of the ghosts story.
Read this native american folk tale.
Previous schemas used to apply to story when recalling
Within declarative knowledge, schemas need to be considered within the workplace. What should occur for these to be implemented within the workplace?
Help aid development of appropriate schema for the information to help retention (fill in the gap within memory with appropriate memory)
Connect existing knowledge to understand the underlying concepts
In the workplace, how does acquiring procedural knowledge occur?
Knowledge is typically declarative at first, but becomes increasingly effortless through practise and feedback within the workplace.
Training in the workplace should reflect this difference
Feedback in the workplace for procedural knowledge should be what?
Not too often as this makes the worker reliant on this
However when giving feedback, too much feedback can become overwhelming so saying the main issue will help improve without overwhelming them.
Explain how scheduling both declarative and procedural memory can enhance memory: what study reflects this?
Learning is enhanced when distributed within small chunks evenly spaced out over time. This improvement applies to both types of knowledge (declarative and procedural).
Shea and morgan 1979- best retention when random small chunks
Seabrook brown and solity 2005 exp 2
= better recall by two-three minute sessions a day than 6 minutes
Name the two theories of attitude change within the workplace:
Both provide two routes to attitude change:
Heuristic systematic model
Elaboration likelihood model
Effortful evaluations of the merits of arguments
Rules of thumb to decide wether to trust the source of arguments
Name the two routes which are used to process and can complete attitude change
Systematic route= base opinion on arguments (more effortful and used when more purpose)
Heuristic route = base opinion on peripheral / emotional factors (less effort, used when not that bothereD)
Attitude change in the workplace, explain how different safety campains can effect the two types of routes for attitude change
Heuristic route: safety campaigns need to be presented by likeable and trustworthy sources. These are likely to have a short lasting effect.
Systematic route; safety campaigns are likely to have longer lasting effects, the argument doesn’t have to be appealing
Explain what expected utility theory is within decision making:
It calculates the payoff “in the long run” if choice is present over and over again.
This theory is irrelevant to a lifetime opportunity.
What is behavioural decision theory?
We overestimate the probability of unlikely events but we underestimate the probability to more likely events.
It assumes characteristic errors in evlaution
Explain bounded rationality within decision making
Cognitive abilities are limited and people are rational within these.
We may not be able to evaluate expected outcome so we use heuristics (rule of thumb)
But these heuristics may be bias.
Explain prospect theory within decision making:
This is similar to utility theory
Where people evaluate the gains and loses seperately as opposed to the final state after the gains and loses.
Loses are heavily weighted in comparison to gains even if you were to make profit.
Explain naturalistic decision making
We do not carefully evaluate options. Instead we recognise the situation and respond to a course of action without comparing to alternatives.
Input:output approach
Explain the effects of teams on memory retrieval
Two people working separately is better than two people working together. =collaborative inhibition
What causes collaborative inhibition?
Interference from items that are recalled by other people
Not act of recalling in groups
Explain team situational awareness
Representation of reality such as perception of situation and understanding this
A shared representation of reality boosts team performance
Explain the retrieval disruption hypothesis in team cognition
During encoding each individual makes a idiosyncratic way of organising information in their memory
At retrieval this disrupts their organisational structure therefore preventing recall
Collaborative inhibition does not occur if group members are not allowed to see each others responces
When is working in a team (team cognition) beneficial in a workplace?
Can work together is have a similar declarative knowledge but sharing procedural knowledge can inhibit the team
Explain transactive memory in team cognition
Individuals often development different specialisms
Allows group to have a larger range of knowledge and skills of individuals
Prevents wastage by eliminating overlapping knowledge
Members each have a specialism but also knows who specialise in each area
