An experimental investigation of the Impact of teaching on psychomotor task performance

dc.contributor.advisor Hein, Michael en_US Millard, Michael John en_US
dc.contributor.committeemember Moffett, Richard en_US
dc.contributor.committeemember Langston, William en_US
dc.contributor.department Psychology en_US 2015-08-25T14:42:27Z 2015-08-25T14:42:27Z 2015-06-26 en_US
dc.description.abstract Training psychomotor procedural skills in organizations is an important task that typically includes lectures, demonstrations, discussion, and on-the-job training. Trainees might also benefit from teaching others what is learned during training. Research on learning by teaching is typically limited to academic settings; however, teaching about material may enhance the effectiveness of the controlled processing phase of skill acquisition. Enhanced effectiveness might come from increases in effort, social interaction, and expectancy effects. Experimental methods with a repeated measures design were used to compare time spent practicing an assembly task to time spent teaching about an assembly task. Results from this study indicated that there were no measurable differences in performance between those who spent time practicing the task and those who taught confederates about the task. Further studies are suggested to explore the lack of evidence for or against the research question. en_US M.A. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject PSYCHOMOTOR en_US
dc.subject TEACHING en_US
dc.subject.umi Psychology en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Masters en_US
dc.title An experimental investigation of the Impact of teaching on psychomotor task performance en_US
dc.type Thesis en_US
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