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Page 387
Index A Abstract instruction, 11, 26, 33, 34, 36-39, 56
Accountability, 16, 141, 144, 156-157, 165, 166, 168
ACT (Adoptive Control of Thought) model, 28-29
Affective processes. See Mental and emotional states; Socially induced affect
Age regression, 226-227
Algorithmic transfer, 30-31, 37
Altered states of consciousness, 8, 17-19, 207-208, 246
see also Hypnosis; Restricted environmental stimulation; Sleep learning; Transcendental meditation
Amnesia, 74-75
posthypnotic, 209, 212
Analogical transfer, 29, 32, 43
based on irrelevant or ambiguous detail, 61-62
Anchored instruction, 39
Anesthesia, hypnotic, 18, 210-214, 247
Animal magnetism, 209, 210
Anxiety
and self-confidence, 17, 201-203
and socially induced affect, 275
and thought suppression and confrontation, 20, 278, 290, 293
and transcendental meditation, 18, 234-235
Apprenticeship, 33, 35, 39
Attention, and socially induced affect, 267-268
Attributional processes, 7, 68
and self-confidence, 17, 179, 182, 191
and team confidence, 185-186
Automatic processing, 48-49
Auxiliary thought suppression, 277, 293n
B Bargaining. See Negotiation and bargaining
Basic skills and training, 35
Behavioral patterns
modeling of in team training, 152
and self-confidence, 180-181
Bodily expressions. See Facial expressions; Nonverbal expressions
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Index A Abstract instruction, 11, 26, 33, 34, 36-39, 56
Accountability, 16, 141, 144, 156-157, 165, 166, 168
ACT (Adoptive Control of Thought) model, 28-29
Affective processes. See Mental and emotional states; Socially induced affect
Age regression, 226-227
Algorithmic transfer, 30-31, 37
Altered states of consciousness, 8, 17-19, 207-208, 246
see also Hypnosis; Restricted environmental stimulation; Sleep learning; Transcendental meditation
Amnesia, 74-75
posthypnotic, 209, 212
Analogical transfer, 29, 32, 43
based on irrelevant or ambiguous detail, 61-62
Anchored instruction, 39
Anesthesia, hypnotic, 18, 210-214, 247
Animal magnetism, 209, 210
Anxiety
and self-confidence, 17, 201-203
and socially induced affect, 275
and thought suppression and confrontation, 20, 278, 290, 293
and transcendental meditation, 18, 234-235
Apprenticeship, 33, 35, 39
Attention, and socially induced affect, 267-268
Attributional processes, 7, 68
and self-confidence, 17, 179, 182, 191
and team confidence, 185-186
Automatic processing, 48-49
Auxiliary thought suppression, 277, 293n
B Bargaining. See Negotiation and bargaining
Basic skills and training, 35
Behavioral patterns
modeling of in team training, 152
and self-confidence, 180-181
Bodily expressions. See Facial expressions; Nonverbal expressions
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C California Psychological Inventory, 209
CAMS activities, 102-103
Career counseling, 298-299
Catharsis, 289
Causal attributions
and self-confidence, 17, 179, 182, 191
and team confidence, 185-186
Cognitive consistency theories, 259-260
Cognitive processes and mechanisms, 7, 28-30
in cooperative learning, 13, 102, 107
in self-confidence, 17
and skills transfer, 32, 46
subjective experience, 60-65, 66, 68
Cohesiveness in groups, 7, 13, 14, 15, 19, 118, 119, 129, 186
and cooperative learning, 88
and interteam relations, 14, 130-131, 137-138, 169
and socially induced affect, 273-274
Cohort team training, 16, 140, 163
Collective efficacy. See Team confidence
Combat simulation, 8, 36, 52, 53, 139n, 300
Communication processes, 19, 200-201
among instructors, 21, 303, 306
in cooperative learning, 97, 100-101, 105
see also Feedback
Competition, 17, 130
among instructors, 21, 303, 305-306
Comprehension. See Illusions of comprehension and control
Computer-assisted training, 303
in cooperative learning, 12, 13, 93, 95, 105, 107
in team settings, 144, 150-151
Computer skills, 305
transferability, 27, 32-33
Concentration on unwanted thoughts, 288-289
Conceptual understanding, 16, 56, 145-147
Concurrent feedback, 50-51
Condition-action rules, 29
Consciousness, 6, 7-8, 207
see also Altered states of consciousness
Consumer-oriented improvement methods, 5, 278
Contextual interference, 41-42, 43-44
Contextual variables, 7
in self-confidence, 192-194
in team settings, 13, 14, 118-121
Controversy, 164
structured, 101, 102, 103-105
see also Team training
Cooperative learning, 5, 7, 12-13, 83-84, 106-107, 140, 249
application to adults, 13, 96-111
basic theory and research findings, 13, 87-96
cognitive-developmental theory in, 12, 87-88, 92-93, 97, 99
communication aids in, 12, 13, 105, 107
costs and benefits, 110-111
group rewards in, 13, 87, 90-92, 97, 99-101, 107
implementation, 12, 108-111
and individual differences, 96, 106
positive interdependence in, 84-85, 88, 90-91
principles of, 84-87
processing and discussion among members, 86, 93, 95, 107
research needs, 107-108
scripting in, 12, 13, 93, 95, 97, 99-107
social-behavioral theory in, 12, 87, 90-92, 97
Coping confidence, 201-203
Counseling programs, 296, 298-299
Cultural influences, 120, 264
D Deception detection, 19, 275
Decision making, 164
Declarative knowledge, 28-29, 39, 140
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Delayed feedback, 11, 50, 51, 56
Depression, 20, 278, 288, 291-292, 293
Desert battle training, 36, 53
Directed forgetting, 281-282, 283, 292
Disasters, 289-290
Dispute-management training, 297
Duration training, 43-44
E Educational games. See Interactive games
Electronic networks, 144, 151
Emotional states. See Emotion dishabituation; Mental and emotional states
Emotion dishabituation, 20, 286-288
Empathy, 258
Endurance, hypnotic effects, 18, 214-218, 247
Environmental context, 39-40
and memory, 39-40, 282, 283
see also Institutional impediments to training
Errors in training, 21, 72, 299-300, 301
Escalante, Jaime, 302-303
Expectancy-by-value theories, 175
Extrinsic feedback, 11, 50, 56
F Face-to-face interaction, 13, 15, 86, 151, 155-156, 166, 168
Facial expressions, 151
of instructors, 268
in negotiation, 271-272
and socially induced affect, 9, 57, 261-263, 264, 268, 274-275, 276n
False consensus effect, 60-61
False memories, 12, 76-79, 80
hypnotically induced, 225, 226, 228, 229
Fatigue, 25
hypnosis effects, 18, 214, 247
Fear, 257, 278
and thought suppression and confrontation, 20, 293
Feedback, 11, 50-51, 56
and self-confidence, 190-191, 198, 200
in team settings, 14, 16, 114, 116, 148, 165
to training providers, 301-302, 303
Feeling-of-knowing judgments, 68-69
Feynman effect, 70
Flight performance and training part-task methods, 45, 46, 47
simulators, 52-53, 55
and socially induced affect, 266-267
in team settings, 124, 164
Forensic hypnosis, 225, 228-230
Fractionating of tasks, 46, 47
G Games. See Interactive games
Gender, 161, 204
Goal-setting, in self-confidence, 192-194, 198
Group processing, 16, 141, 148, 157-158, 166
in cooperative learning, 86, 93, 95, 107
Group rewards, 13, 87, 90-92, 97, 99-101, 107
H Habit suppression, 18, 247, 293n
Healthy illusions, 176, 177
Helping behavior, 273
Hindsight effect, 63, 67
Horizontal transfer, 26
Hypermnesia, 224-225, 226-227
Hypnosis, 5, 6, 18, 208-210, 246, 247
forensic, 225, 228-230
and learning, 18, 218-220, 247
and memory, 18, 78, 224-230, 247
in pain control, 18, 210-214, 247
placebo effect, 18, 212, 248n
sensory and perceptual impacts, 18, 211-212, 220-223, 247
strength and endurance effects, 18, 214-218, 247
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susceptibility to, 18, 209-210, 248n
and time perception, 218-219, 223-224
I Identical elements in training and tasks, 11, 26-33, 47, 56
Illusions of comprehension and control, 6, 11-12, 57-59, 302
in self-monitoring of learning, 65-74
see also Subjective experience
Illusions of remembering, 57-59, 80
memory without remembering, 61, 74-76
see also False memories
Immediate feedback, 50
Incentive structuring, 87, 97
Incidental context, 39
Individual processes, 5, 7, 10-12, 23, 140
and cooperative learning, 12-13, 88, 90, 95, 106
learning and remembering, 10-12
in team settings, 140, 141, 143, 166
see also Illusions of comprehension and control; Transfer of skills
Influential context, 39
Innate-ability fallacy, 21, 298-299, 301
and teaching ability, 303, 304
Instance-based retrieval, 30-31
Institutional impediments to training, 6, 7, 20-21, 295, 306
innate-ability fallacy, 21, 298-299, 301
misunderstood aspects of training, 21, 299-303, 306
perception of value, 21, 296-298
for teachers, 303-306
Instructors, 21, 168-169, 303-305
and administrative structures, 21, 303, 305-306
confidence ratings, 196
in cooperative learning, 93, 95, 105, 107, 108, 109, 110
measures of effectiveness, 301-303
and socially induced affect, 9, 268-270, 274-275
and subjective experience, 63, 66, 68, 70, 80
Intentional forgetting, 281-282, 283, 292
Interactive games, 15, 132-136, 137
Interdependence, 7, 8, 16, 141, 153-155, 166
in cooperative learning, 84-85, 87, 88, 90-91, 92, 99
Intermittent feedback, 11, 56
Interteam relations, 13-14, 129-132, 137-138
Intrinsic feedback, 50, 51
Isolation, of instructors, 21, 305
J Justice motives, 259-260
K Keller, Helen, 74, 75
L Language skills, 27-28, 30
Law School Admissions Test (LSAT), 68
Lawsuits, 297
Learned helplessness, 175, 176
Length of training, 11, 47-49, 56
Level of aspiration, 177-178, 182
Like and dislike, 161, 269-270, 273, 275
Los Angeles Police Department, 36, 296, 297
M Maintenance of skills, 140
Mass hysteria, 272
Mathematical skills, 28, 34, 35, 37-38, 44, 265
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Measures of training effectiveness, 301-303
Meditation, 5, 6, 8, 171, 230-231, 234
and socially induced affect, 275
Memory, 7
environmental influences, 39-40, 282, 283
and hypnosis, 18, 78, 224-230, 247
and illusions of comprehension, 70
and sleep learning, 247
without remembering, 61, 74-76
see also Declarative knowledge; False memories; Illusions of remembering; Procedural knowledge; Thought suppression
Mental and emotional states, 7, 8, 16-19, 171
in team settings, 16, 141, 149-150, 162-163, 166
see also Altered states of consciousness; Cognitive processes and mechanisms; Consciousness; Emotion dishabituation; Memory; Motivational processes; Self-confidence; Socially induced affect; Thought suppression
Metacognition, 7, 14, 91, 102, 103, 122-124, 265
Military training, 8-9, 54-55, 124, 300
combat simulation, 8, 36, 52, 53, 139n, 300
Mimicry, 19, 168, 256, 261-263, 268-269, 274-275
Minnesota Multiphasic Personality
Inventory, 209
Minority groups, 161, 298
Models. See Role models and self- confidence; Shared mental models; Socially induced affect; Vicarious information
Morale, 14;
see also Team building and development
Motivational processes, 9, 25
hypnosis, 18, 215-216, 247
self-confidence, 5, 17, 173, 181-184
in team settings, 144-145, 204-205
Motor skills
and mood, 265-266
see also Transcendental meditation transfer processes, 29-30
Myers Briggs Type Indicator, 298-299
N National Training Center, California,36, 53, 300
Negative feelings, 265-266
and group panic, 272
socially induced affect, 267-268, 269, 274, 275
Negative transfer, 26, 45, 47, 49, 51
Negligent retention, 301
Negotiation and bargaining, 14
intraorganizational, 120-121, 130-131, 138
and socially induced affect, 270-272, 275
Nonhypnotic stress inoculation, 18
Nonverbal expressions
in negotiation, 271-272
and socially induced affect, 9, 19, 57, 264
see also Facial expressions
Nuclear power industry training, 301
Nuclear Training Center, Connecticut, 297
O Objective bases for judgment, 64
Obsessive thoughts, 278
suppression and confrontation, 20, 278, 291, 293
Opposing force (OPFOR) regiment, 300
Optimism, 176-177, 204
Organizational factors. See Cultural influences; Institutional impediments to training; Interteam relations; Team building and development; Team performance; Team training
Outshining hypothesis, 40
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P Pain
hypnotic control of, 18, 210-214, 247
and thought suppression, 287
Panic behavior, 272, 275
Paramnesia, 226
Participant-modeling, 187-188
Part-to-whole training, 11, 26, 44-47, 56
Pattern identification, 39
Peer relationships, in team settings, 16, 141, 148-150, 161-162, 166
see also Cooperative learning
Perceptual processes
distortions and team identification, 14
hypnosis impacts, 220-223
and mood, 265
part-task training, 46
and perceived competence, 174
Persuasion techniques
and self-confidence, 17, 189-190, 199-201
in socially induced affect, 268-270, 274-275
Pessimism, 175, 176-177
Phase training, 43-44
Phobias, 187, 188, 189, 288, 290
Physiological effects, 276n
of altered states of consciousness, 207, 208
on self-confidence, 180, 191-192
of socially induced affect, 275
Police, 36, 226, 228, 296-297
Positive attitudes and feelings, 265-266
and group panic, 272
socially induced affect, 266-267, 269, 274, 275
in team training settings, 149-150
Positive communication, 200-201
Positive interdependence. See Interdependence
Positive transfer, 26, 45, 49, 51-52
Posttraining performance, 141, 164-166, 168, 301-302, 303
Procedural knowledge
and skills transfer, 28, 29
and team training, 147-148, 166
Production rules, 29, 32
Professional identification
and team training, 151-152
Progressive part task recombination, 46
Promotive interaction, 16, 141, 155-156, 166, 168
Pseudomemories. See False memories
Psychotherapy
and false memory, 79
and thought suppression and confrontation, 279, 290-292, 293
Pure-part task recombination, 46
R Readiness for training or performance, 8-9, 17
Real-world models, 37
Recall processes, 67, 74-75
Reinstatement hypothesis, 40
Relaxation, 277
and restricted environmental
stimulation, 239
and transcendental meditation, 18, 234
Remembering. See Illusions of remembering; Memory
REM (rapid eye movement) sleep, 244, 245
Repetitive part task recombination, 46
Research activities and evaluation, 4-5, 7, 10
teachers' use of, 303
Restricted environmental stimulation (REST), 5, 6, 8, 18, 236-243, 247
Retraining programs, 296
Revivication, 227
Rewards group, 13, 87, 90-92, 97, 99-101, 107
and self-confidence, 17, 194
Role models, and self-confidence, 17, 187-188, 198-199
Rote motor tasks, 56
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S Schematic knowledge representation, 42-43
School settings, 34, 35, 37, 39, 66, 196
Scripting, 12, 13, 93, 95, 97, 99-107
Segmenting of tasks, 46
Self-actualization, 234, 235
Self-assessment. See Illusions of comprehension and control; Self-monitoring; Subjective experience
Self-concept, 175-176
Self-confidence, 6, 16-17, 171, 173-178
contextual influences, 192-194
information, 178-180, 187-192
and motivation, 5, 17, 173, 181-184
research needs, 203-206
research summaries, 187-203
role of feedback, 190-191, 198, 200
techniques for enhancing, 9, 17, 197-203
theories of, 174, 178-186
see also Illusions of comprehension and control; Team confidence
Self-efficacy. See Self-confidence
Self-esteem, 176
self-help strategies, 278
and team training, 16, 163, 166
Self-help strategies, 278
Self-modeling, 199
Self-monitoring, 57-58, 65-74, 157-158, 173, 177
and evaluation of instruction, 57-58, 67-68, 80
Self-reaction, 173, 177
Sensory deprivation. See Restricted environmental stimulation
Shared mental models, 7, 14, 15, 16, 124, 137, 146
Simplifying of tasks, 46, 47
Simulation devices and exercises, 11, 17, 36, 45, 52-55, 56, 132-136, 137, 138n, 144
combat training, 8, 36, 52, 53, 139n, 300
fidelity of, 11, 26, 52-55, 56
Situated learning, 7, 11, 26, 33-36, 56
Sleep, 8, 208, 246-247
Sleep learning, 5, 6, 18-19, 243-246, 247
Social competency, 16, 162-163, 166, 169
Social loafing, 186
Socially induced affect, 5, 6, 19-20, 249, 251-252, 259-260, 274-275, 275-276n
cognitive mechanisms, 256-260, 274
concordant and discordant affect, 19, 252-256, 258, 259-260, 261, 270, 274, 276n
conditioning mechanisms, 256, 260-261, 274
mechanisms of, 19, 256-265, 274
and mimicry, 168, 256, 261-263, 268-269, 274-275
performance impacts, 265-274, 275
Social processes, 7, 33
and cooperative learning, 12-13
and subjective experience, 60-61
Social support, in team settings, 148-149, 161-162, 165, 166, 167
Sport confidence, 6, 174
Stanford Hypnotic Susceptibility Scale, 209
Stereotyping, 298
Strategy development, 130-131, 138
Strength, hypnotic effects, 18, 214-218, 247
Stress, 18, 25, 278, 288, 289
in team settings, 149, 158
and transcendental meditation, 18, 247
Structured controversy, 101, 102, 103-105
Subconscious processes, 8;
see also Hypnosis; Thought supression
Subjective experience, 57-59, 60-65, 66, 68, 79-80
assumptions about others', 12, 60-64, 65-66, 76
as basis for judgment, 11-12, 23, 59-74, 80
of hypnosis, 18, 247
Symbolic representation. See Abstract instruction
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T Task analysis, 11, 47
Taskwork, 140, 141, 145-153, 166, 167
Team building and development, 5, 13-15, 121-125, 137-138, 168
and cohesion, 14, 129
gaming exercises, 15, 132-136, 137
and interteam relations, 13-14, 129-132, 137-138
and performance, 13-14, 81, 113-114, 125-129
and shared mental models, 7, 14, 15, 16, 124, 137, 146
Team confidence, 184-186, 195-197, 204-206
Team performance, 5, 12-16, 81, 137-138
contextual variables, 13, 118-121
determinants of, 115-121
and feedback, 114, 116
and part-task training of individuals, 45
and socially induced affect, 273-274
see also Cooperative learning; Interteam relations; Team building and development; Team confidence; Team training
Team training, 7, 15-16, 83, 140-143, 166
accountability in, 16, 141, 144, 156-157, 165, 166, 168
changes in group structure and dynamics, 141, 163-164, 166
of cohort groups, 16, 140, 163
and feedback, 14, 16, 148, 165
group performance impacts, 16, 141, 159, 160
guidelines, 166-168
and individual performance, 140, 141, 159-160
individuals in, 140, 141, 143, 166
inputs, 15-16, 140-141, 143-145, 166-167
mediating processes, 13, 15, 16, 141, 153-158, 166, 168-169
obstacles to, 168-169
outcomes, 15, 16, 141, 158-166, 167-168
peer relationships impacts, 16, 141, 148-150, 161-162, 166
positive interdependence in, 8, 16, 141, 153-155, 166
posttraining activities, 141, 164-166, 168
preparation, 141, 144-145, 166
processing and discussion among members, 16, 141, 148, 157-158, 166
promotive interaction in, 16, 141, 155-156, 166, 168
psychological health impacts, 16, 141, 149-150, 162-163, 166
research literature, 141, 143
resources, 15, 16, 140, 144, 166
task characteristics, 15, 141, 144, 166
taskwork versus teamwork orientation, 140, 141, 152-153, 166, 167
training processes, 15, 141, 145-153, 166
Teamwork, 140, 141, 152-153, 166, 167
Thought patterns, and self-confidence, 181-183
Thought rebound, 283-286
Thought suppression, 5, 6, 8, 20, 249, 277-278, 292-293
alternatives to, 20, 288-292, 293
consequences of, 283-288
effectiveness of, 279-283
of emotional topics, 286-288, 292
motivation for, 278-279
research needs, 20
Time perception, and hypnosis, 218-219, 223-224
Training, definition of, 140, 166
Transcendental meditation (TM), 6, 18, 231-236, 247
physiological effects, 18, 233-234
research status, 18
theory, 232-233
Transfer of skills, 6-7, 11, 25-26, 55-56, 140
and abstract instruction, 11, 26, 33, 34, 36-39, 56
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contextual issues, 26, 33-36, 39-40, 56
and cooperative learning, 13, 95-96, 106, 107
failure in, 26, 45, 47, 49, 51, 55, 301
and feedback, 11, 50-51, 56
by identical elements, 26-36, 56
and length of training, 11, 47-49, 56
part-to-whole training, 11, 26, 44-47, 56
prediction of, 51-52
principles of, 36-55, 56
and simulation exercises, 11, 36, 45, 52-55, 56
from team settings, 159-160, 164-165, 167
and variable practice, 11, 25-26, 41-44, 56, 73-74
Trauma, 20, 278, 289-290, 293
Tutoring, 12, 13, 83
U Unconscious plagiarism, 74, 75, 80
V Variable practice training, 11, 25-26, 41-44, 56, 73-74, 299
Vertical transfer. See Part-to-wholetraining
Vicarious information
in self-confidence, 179, 180, 188-189
in socially induced affect, 255, 256, 258
Visual aids and displays, 12, 13, 95, 105, 107
W Worksheets, 12, 13, 95, 107
Z Zeigarnik effect, 274
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Representative terms from entire chapter:
induced affect
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