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Suggested Citation:"Appendices." National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Washington, DC: The National Academies Press. doi: 10.17226/2303.
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Suggested Citation:"Appendices." National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Washington, DC: The National Academies Press. doi: 10.17226/2303.
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Page 379

A
Committee Activities

In order to cover the variety of topics of its charge, the committee undertook many activities in addition to full committee meetings—including site visits to relevant field settings and laboratories, detailed briefings by experts, and reviews of relevant literature.

The committee met four times during 1991-1993, twice at the National Research Council facilities in Washington, D.C., once at the Beckman Center in Irvine, California, and once at the Army's National Training Center (NTC) at Fort Irwin, California. The NTC meeting included briefings, discussions, and demonstrations of training procedures used to prepare soldiers for combat missions. The meetings and site visits included presentations by the following experts:

James Banks, research psychologist, Army Research Institute, Presidio of Monterey Field Unit

Barbara Black, chief, Army Research Institute Field Unit, Fort Knox, Kentucky

John Seely Brown, Vice President for Advanced Research, Xerox, Palo Alto Research Center

Brigadier General William G. Carter, II, Commanding Officer, National Training Center

Neil Cosby, manager, Institute for Defense Analysis Simulation Center Gerald C. Davison, professor of psychology, University of Southern California

Michael Drillings, research psychologist, Army Research Institute James Greeno, research scientist, Xerox Palo Alto Research Center Captain Grimsley, National Training Center

Suggested Citation:"Appendices." National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Washington, DC: The National Academies Press. doi: 10.17226/2303.
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Page 378
Suggested Citation:"Appendices." National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Washington, DC: The National Academies Press. doi: 10.17226/2303.
×
Page 379
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Learning, Remembering, Believing: Enhancing Human Performance Get This Book
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Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line.

Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991).

The result is a thorough and readable review of

  • Learning and remembering. The volume evaluates the effects of subjective experience on learning--why we often overestimate what we know, why we may not need a close match between training settings and real-world tasks, and why we experience such phenomena as illusory remembering and unconscious plagiarism.
  • Learning and performing in teams. The authors discuss cooperative learning in different age groups and contexts. Current views on team performance are presented, including how team-learning processes can be improved and whether team-building interventions are effective.
  • Mental and emotional states. This is a critical review of the evidence that learning is affected by state of mind. Topics include hypnosis, meditation, sleep learning, restricted environmental stimulation, and self-confidence and the self-efficacy theory of learning.
  • New directions. The volume looks at two new ideas for improving performance: emotions induced by another person--socially induced affect--and strategies for controlling one's thoughts. The committee also considers factors inherent in organizations--workplaces, educational facilities, and the military--that affect whether and how they implement training programs.

Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance.

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