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--.--- --- . -. ._ . .-. ._. __-_ _. with an appropriate comment, the instructor had to know when a student was approaching a particular point in the tutorial. In order to know this, the instructor had to constantly monitor the students' progress. Consequently, while the Group I instructor sat at a desk and waited for students to request assistance, the Group II instructor was constantly walking around the room and visually checking on where Ss were in the tutorial. Therefore, it may be that monitoring, and not interaction, was the basis for Group II's higher achievement. These results add to the results reported by Moore (1988) who found that, even in CBT, teachers with positive attitudes produced higher achievement than teachers with negative attitudes. Evidently, instructor interaction can also affect achievement.‘ Whether or not the interaction needs to be tied to course content is unknown. In this study, the instructor's comments were not content-based. Therefore', it may be CBT instructors should interact with students in order to maximize achievement, but that the interactions may not need to be related to the material being covered. Implications The relatively short-term nature of the tutorial used in this experiment obviously limits the generalization of this study's results. That limitation not withstanding, the specific conclusion from this study is that brief instructor-initiated interactions can increase achievement in CBT. However, instructor monitoring without interaction may produce the same result. Since the role of the instructor in CBT is frequently undefined, the results from this study give some direction as to what a CBT instructor can do to influence achievement. Moreover, since instructor-initiated interactions are controlled by the instructor, these interactions can be both built into the larger learning system (which includes the CBT subsystem) and also included in the instructor evaluation system. A larger implication from this study is that instructor behavior does seem to influence achievement in CBT. The results obviously support Moore's research (1988) and McCombs (1985) suggestions. There is simply something about having another human around and aware of your actions that alters your behavior. Even in the best designed, best built, and best implemented CBT systems, instructor behavior may still influence achievement. Rather than trying to design a CBT system which does away with the instructor (or to design a system which essentially ignores the instructor), CBT developers should try to find ways in which to use instructor presence to maximize achievement. References Brophy, J. E. (1986). Teacher influences on student achievement. American Psycholoqist, October, 1069-1077. Brophy, J. E. & Good, T. L. (1986). Teacher behavior and student achievement.- In M. c. Wittrock (Ed.), Third Handbook of research on teaching: 328-375. New York: Macmillian. Fletcher, J. D., & Rockway, M. R. (1986). computer-based education in the military. In J. A. Ellis (Ed.), <strong>Military</strong> contribu- tions to instructional technoloqy Gillingham, M. G., & Guthrie, J. 1. 148 New York: Praeger. (1987). Relationships . .
etween CBT and research on teaching. Contemporary Educational Psycholoqy 12, 189-199. Goodwin, L. D., Ghodwin, W. L., Nansel, A., & Helms, C. P. (1986). Cognitive and affective effects of various types of microcomputer use by preschoolers. American Educational Research Journal, 23, 348-356. Kulik, C. C., & Kulik, J. A. (1986). Effectiveness of computerbased education in colleges. AEDS Journal, Winter/Spring, 81-108. Kulik, J. A., & Kulik, C. C. (1987). Review of recent research literature on computer-based instruction. Contemporary Educational Psycholoqy 12, 222-230. McCombs, B. L. (1985). Instruhtor and group process roles in . computer-based training. Educational Communication and Technology Journal, 33, 159-167. McCombs, B. L., Back, S. M., & West, A. S. (1984). Self-paced instruction: Factors critical to implementation in Air Force technical training - A preliminary inquiry. (AFHRL-TP-84-23). Lowery Air Force, Base, CO: Air Force Human Resources Laboratory, Training Systems Division. Moore, B..M. (1988). Achievement in basic math skills for low performing students: A study of teachers' affect and CAI. -The Journal of Experimental Education, 5, 38-44. O'Neil, H. F., Anderson, C. L., & Freeman, J. A. (1986). Research in teachina in the Armed Forces. In M. C. Wittrock (Ed.), Third handbook of research on teaching: 971-987. New York: Macmillian.' Rosenshine, B. (1983). Teaching functions in instructional programs. The Elementary School Journal, 83, 335-351. 149
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32nd ANNUAL CONFERENCE OF THE MILIT
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32nd Annual Conferenae of the Milit
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Registration (Continued) RMC M, McK
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TABLE OF CONTENTS 1990 CONFERENCE C
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305. 306. 307. 308. 309 * 310. 311.
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418. Not Presented. 419. HANSON, Ma
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502. Not Presented. 503. COLLINS, D
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804A. 804B. ao4c. 804D. 805. DOYLE,
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'I'li~; CANADIAN RESERVES: CURRENT
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of ‘;llC 1; e f-;
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easons, followed by social reasons
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Training to support these programs
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USAREC commanders in the field take
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lost; but asking for more quality,
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Background ETHNIC PARTKCIPATION IN
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Tahte 1 The Ten Largest Ethnic Grou
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or 25.6% of foreign horns, :Jero ac
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1990 ARMY CAREER SATISFACTION SURVE
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clashes, etc.). It may be that the
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espondents were so concerned about
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The Use of Artificial Neural Networ
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where: A = (A,, . . . . A,) , B = (
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In attempting to relate ASP score t
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Hispanics in Navy’s Blue-Collar C
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34.81 33.60 34.00 12.60 12.54 12.28
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Work-g;rouD comoosition. The averag
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1 . INTRODKTICi? DESCRIPTORS OF JOB
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c:- TORc OF JOB SPEr:aON RAm ON JOS
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2.1.5.4. Pcrcelitage of Persons Rxe
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----- DESCRIPTORS OF JOE SPECIALIZA
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coum? I 1.1 TIME SPECIALI7,TION, CO
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DESCRIPTORS OF JOR SPECIEJ,IZATIaN
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I ? 3 4 5 n 96 96 96 96 67 49 19 II
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ADDRESSING THE ISSUES OF “QUANTIT
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abilities for test development (Stu
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atings for the incumbents given in
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Psycholoqical Bulletin, 70(61, 534-
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quantitative comparison of the sort
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administrative occupations. The lea
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SUMMARY This exploratory study was
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--- These job descriptions were pri
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Table 2 below illustrates the degre
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However, the degree of agreement ob
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Tosunmmrize, informationgeneratedfr
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Change IIf If 1: 1; 0 tl t2 t3 t4 t
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Recammenaations Werecxararrendthat~
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The ORDB was designed and continues
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qualified resources to support cont
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acquisition. ASD/ALH made extensive
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A Suite of Advanced Interpretive As
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CORCAS - The CORCAS report characte
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Discussion The advanced analysis as
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From a technical point of view, the
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y attending schools, to meet the re
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Literature ------. .-- -.~---.. --
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organizational distribution of the
Page 113 and 114: in training cost savings, a reduced
Page 115 and 116: APPLICATION OF THE JOB ABILITY ASSE
Page 117 and 118: As already shown, rater reliability
Page 119 and 120: 0 a 103 -t \~~.1~--l---1.1-~L-I I
Page 121 and 122: Table 1 Military Assignments in the
Page 123 and 124: Preference scores overall sample (N
Page 125 and 126: Region School’)North Center South
Page 127 and 128: Aptitude-Oriented Manpower Replacem
Page 129 and 130: The Psychologist’s Method of Prop
Page 131 and 132: Table 5: Study on Job Characteristi
Page 133 and 134: equired for an occupation (Ruck, 19
Page 135 and 136: For the weapon system design TDS ap
Page 137 and 138: knowledge-based model (equation 3)
Page 139 and 140: EVALUATION MODEL The evaluation sys
Page 141 and 142: and various other sources, we becam
Page 143 and 144: .--_-.-- .---- ----- -...- -._--_.-
Page 145 and 146: tally significant. Hotelling's T2 w
Page 147 and 148: able ancillary information which co
Page 149 and 150: and a contractor (Westinghouse) was
Page 151 and 152: ‘A’ and what knowledge a typica
Page 153 and 154: Develop job oriented electricity th
Page 155 and 156: year career. Instead, CODAP provide
Page 157 and 158: 2E 24 20 I@ 12 8 4 Figure 4 Mean Li
Page 159 and 160: using event history analysis, which
Page 161 and 162: increased student-instructor intera
Page 163: Exercise Performance Group II (inst
Page 167 and 168: in baseline classes and 39 platoons
Page 169 and 170: --. ..____ s platoons. Team Chiefs,
Page 171 and 172: ._ 50 - BASELINE TRAINING z . WEEK
Page 173 and 174: The scenario must be short, concise
Page 175 and 176: I PEACiTIME TAIKI I ,......_.,,....
Page 177 and 178: have involved complicated procedure
Page 179 and 180: I'd like to start with an brief ove
Page 181 and 182: ~-~___-. -- ---- Brooks et al (1987
Page 183 and 184: BATTLE-TASIUBATTLEBOARD TRAINING AP
Page 185 and 186: 4. Situational Awareness and the Mi
Page 187 and 188: examples then chaining the stages s
Page 189 and 190: I L THE PERSONNEL APPLIED RESEARCH
Page 191 and 192: Typically a commander's awareness o
Page 193 and 194: Table 1 Situational Awareness Items
Page 195 and 196: answers that precisely indicated th
Page 197 and 198: 2. Identifying The Problem 2.1. Scr
Page 199 and 200: 3.1.2. Problem Area: Handling Compl
Page 201 and 202: Analyzing User Interactions With In
Page 203 and 204: lesson templates. Intelligent lesso
Page 205 and 206: iteration of the evaluation study.
Page 207 and 208: MILITARY TWTING ASSOCIATION iYH) An
Page 209 and 210: DATA INPUT Two methods are provided
Page 211 and 212: 10 WE 1ASI YlslRUc70n IS PROMPlED 1
Page 213 and 214: The linear model indicates that the
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Cost-Effectiveness of Home Study us
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- ---.. Eouinment, Procedure and Da
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Figure 1 shows the total course con
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(1) Determine criticality of the ob
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(4) Length of the material tested.
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(e) Average the total responses and
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-- ---. ----- --- --.._ _ .I-. I he
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On the POMS, two-way ANOVAs for rep
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Journal of Clinical Pharmacology, 2
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. Stressors An anal.ysis was made o
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. The Test After a short demonstrat
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then by the principle of transitivi
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the order they were obtained. FoLLo
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a regression equation can be create
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--__-. -. _ the Army’s near-term
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however, would be to determine whet
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Development of a New Language Aptit
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e preferable to group languages int
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Implementation of Content Validity
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Air Force enlisted specialties. The
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clear reference support and accepta
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Barbara Jezior U.S. Army Natick Res
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Figure 2’s scatterplot shows the
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---.---- ---._. -.. \ ASVAB, Descri
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tests in a paper-and-pencil mode; t
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Corps MOSS will include: Motor Tran
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ASSESSMENT OF APTITUDE REQUIREMENTS
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I AFI’ITUDE ASSESSMENT TOOLS FOR
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Currently. most personnel psycholog
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Sample METHOD The sample consisted
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Table 1 Correlation Matrix of Predi
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performance criteria. Classificatio
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Variables Criteria. Two measures of
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Psychometric Properties of NOAE! Pr
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predicts MARS III training success,
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One-hundred and eighty of the most
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Table 2 presents the intercorrelati
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lower) than those of soldiers who r
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For each administration, the tests
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Table IV cont. EM-46 13 Paygrade 1
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Discussion This study failed to sho
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afterwards. The purpose of the curr
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consuming the carbohydrate. This st
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REFERENCES Banderet, L. E., Lieberm
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Virtually all life experiences are
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verified can reduce faking (Schrade
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Glennon, J. R., Albright, L. E., &
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to develop materials to the best le
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considerable time preparing for the
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REFERENCES Laabz., G. ~1.) &‘< Be
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Similarly, a number of vocational i
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tool wi th which tu begin acquaint
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PREDICTING PERFORMANCE WITR BIODATA
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analysis. For biodata items in whic
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Table 6 presents the results of the
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surveyed job incumbent is requested
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overall predictive efficiency, (i.e
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anged from 62% (908X0) to 89% (112X
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THE SURVEY INSTRUMENT The SKT Task
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C. Clusterine of Factor Profiles vs
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DJSCUSSION unit weighting at the E-
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The ODCSPER directed that a Physica
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Factor 1, For purposes of this pape
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Discussion Certain characteristics
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Instruments -.~--..-~---.- --... ._
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Overall, the results replicate the
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REFERENCES Hanson, M.A., Hallam, G.
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Sub jects---Twen ty medical researc
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In the second study, the response r
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SUBJECTIVE STATES QUESTIONNAIRE: PE
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each item on the SSQ was read to th
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I4 BI k3 ; 2 BASELINE WALK 1 FIG. 2
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Validity of Grade Point Average: Do
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elationships. The highest correlati
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College Selectivity Versus Educatio
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Introduction Flight Psychological S
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1) Demonstration Phase The control
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published in the “Wehtpsychologis
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Introduction Leadership in Aptitude
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A further objective was to produce
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his group, to insist on a short che
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ehavior will be invalid. This condi
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In the fire fighting system prevent
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. . . -.-- -.-I to their decision-m
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In the Federal Armed Forces, this c
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Evaluation of the counseling nroced
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TABLE 2. Ranking, Weighting, and Sc
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. EJectronlcs KnowledQg (Table A-3)
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3. Further test the TAE approach on
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* PC.05 * * pc.01. *** pc.001. Corr
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Table 1 Subjects MOS Enlisted Job N
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Table 3 Proportion of Criterion Var
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some ASVAB and Project A predictors
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the higher-scoring examinees will a
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Table 2 Correlation Coefficients of
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-~ . -______ -__--..- REFERENCES La
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REFERENCES Lawshe, C. H. (1975). A
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ubjects in each analysis may differ
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-.- -. -.-- -. The Minnelrota Multi
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the scales based on character of se
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school diploma graduates (10,6%, 14
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criterion.(-.09). Variabk? Table 2
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Laurence, J. H., & Gribben, M. A. (
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Subjects were al lowed to use the a
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-- I
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-~-- -___- - Subjects Sixteen soldi
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The effects of both altitude exposu
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___ .- _- .~- __--_.--~~ .--. --.-
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factors from both enemy and friendl
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Using those systems tasks which are
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'L'KADLNC; OE'k' PEKFOKMANCE, TKAlN
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PPOPORTI ON OF PEOPLE 04 .T.# - 90
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which is a check oE logical necessi
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FINAL REPORT, COMPUTER ASSISTED GUI
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___-. ----- ..~._ ~. ----~--..---.-
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As a further measure of the effecti
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5. Training is essential to the suc
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Post Selection Board Analysis Post-
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-- higher. The second approach was
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Figure 1. Lowest Break in Vertical
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THE USE OF INCENTIVES IN LIGHT INFA
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%5 (+ 40- ‘-J 3 o- Lt) 2 o- 1 3-
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otation, and 6) general job motivat
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COHESION IN CONTEXT Guy L. Siebold
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een used in prior research and thus
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-_._____ __ _.._^.._ _.. _.^ _-- wa
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EVALUATION OF THE ARMY’S FINANCE
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The three critical issues were form
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. operational capability was valida
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(c) Take-home package observations
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Figure 1. . INHIBITORS OF INITIATIV
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STARTING A TQM PROGRAM IN AN R&D OR
Page 481 and 482:
are used to examine the processes a
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Management must listen, but also le
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32nd Conference of the Miiitarv Tes
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e. Ceployability research On severa
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--- --- We estimate that 25% of all
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e. Furthermore, I have been c:omman
Page 493 and 494:
Acceptance of Change An Empirical T
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supervisor-subordinate relations, m
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I_- __-- ____-._ -.- -- -.. .-.----
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TWEEDDALE, J. W. (Chair), Chief of
Page 501 and 502:
____ _.... ___----- .._._ - ___.I.-
Page 503 and 504:
i I I Scholarship: Quality of learn
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--- -_ ------__ -_-._-_--.-_.--- -_
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I were dcrivcd lo optimally prcdicl
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2. While the academically oriented
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Accordingly, the NROTC selection in
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the behavioral statements for guidi
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- .__ the new interview is criterio
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iors, these items are more likely t
Page 519 and 520:
Comuarison with “Honest” Sample
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Conclusions The final experimental
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THE INVESTIGATIVE INTERVIEW> A REVI
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7B---.-- -- rapport with the subjec
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staff concluded that inclusion of t
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Backaround Each of the military ser
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Empirical Scorinq Key Prescreening
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The base rate for applicants who re
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installations were visited to obtai
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Obstacles in Maintainina an Effecti
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Installation security managers also
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The goal for the CVAL system was to
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Based on the feedback received from
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(1) The keynote in interpreting the
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NAVY ': HANDS-ON AND KNOWLEDGE TEST
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The general knowledge test consiste
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I Table 4 Correlations Between Writ
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1 Interrater Reliability as an Indi
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might influence task performance. T
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Figure 2 shows temporal effects at
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ARMY: JOB PERFORMANCE MEASURES FOR
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for MOS-specific tasks, as the perc
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Table 3 shows the intercorrelations
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The USAF Occupational Measurement S
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In addition to SKTs and PFEs, USAFO
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only for the first job, as well as
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The Examirler is a sopilisticated c
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The Examiner Multiple Choice Multip
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Paner and Pencil Testing The Examin
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The Exanliwr is ii sopllis[ic;l(etj
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(c) The Coast Guard will host the 1
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ORGANIZATION ROYAL WSTRALIAR AIR FO
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ORGANIZATION 1990 REPRESENTATIVE RO
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ORGANIZATION NAVAL HILITARY PERSONN
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C. Non-Member Participants. 1. Non-
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committee members shall serve in th
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CDR Mary Adams Naval Education and
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Jack R. Dempsey Human Resources Res
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c _.. -. _ ..-___ Mr. G. J. (Jeff)
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Deborah L. McCormick Chief,of Naval
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COL Terry J. Procluk Director of Pe
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Paul P. Stanley.11 USAFOMC/OMD Rand
Page 603 and 604:
Abrahams, N. M., 486 Albert, W, G.,
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