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Systematic changes in the rate of instruction during driver training
Author(s) -
Groeger John A.,
Clegg Benjamin A.
Publication year - 2007
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1332
Subject(s) - psychology , empirical examination , function (biology) , training (meteorology) , cognitive psychology , power (physics) , empirical evidence , empirical research , mathematics education , epistemology , philosophy , physics , quantum mechanics , evolutionary biology , classical economics , meteorology , economics , biology
Relatively little empirical evidence exists concerning variations in the quantity of instruction across learning in complex, real‐world tasks. Examination of driving instructors' remarks to pupils during actual lessons indicated the rate of comment declined in a coherent fashion across training, most consistent with a power function. The presence of a power law is reminiscent of learning functions found from studies in other skill domains when using indexes of performance, and suggests that quantity of instruction therefore might be used to assay the performance in complex tasks. The implications of these findings, for both basic and applied research, are discussed. Copyright © 2007 John Wiley & Sons, Ltd.