A Comparison of Covert and Videotape Modeling Strategies for Training Complex Mechanical Assembly Tasks
Experimentation was conducted comparing videotape self-modeling and videotape peer/other modeling to self-directed mental rehearsal (a covert modeling procedure) and a no-training (physical practice) control condition in training a mechanical device assembly task. Eighty male and female college students were introduced to the assembly task in a timed pretest trial and then videotaped performing the assembly task in a second trial. Over the next 4 days, subjects were randomly assigned to training conditions and repeatedly trained and tested in the mechanical device assembly task. The effects of training methods upon assembly times, self-efficacy expectations regarding assembly task performance, and subjective impressions of the nature and usefulness of training were examined. Superior assembly performance over initial training and at 4 months post-training follow-up was observed for the self-directed mental rehearsal training condition and discussed.
Journal of Cognitive Engineering and Decision Making
Linnerooth, P.J.N., Houlihan, D., Lenz, M., & Buchanan, J.A. (2014). A Comparison of Covert and Videotape Modeling Strategies for Training Complex Mechanical Assembly Tasks. Journal of Cognitive Engineering and Decision Making, 8 (3), 203-218. DOI. http://dx.doi.org/10.1177/1555343414532101
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Copyright © 2014 SAGE Publications. Article published by SAGE Publications in Journal of Cognitive Engineering and Decision Making, volume 8, issue number 3, September 2014, pages 203-218. Available online on April 28, 2014: