Nathan Bowling (Committee Member), Dragana Claflin (Committee Member), Debra Steele-Johnson (Committee Chair)
Master of Science (MS)
This study investigated an alternative training approach that would improve transfer performance scores above traditional training approaches. Specifically, error-management training was proposed to help trainees learn complex tasks, as opposed to error-avoidant training approaches, which sought to give trainees step-by-step protocols for learning that would minimize the occurrence of errors during training. This study was designed to examine the effects of training type on transfer performance and transfer errors, as well as the effects of meta-cognition, emotion control and cognitive appraisals as mediators of the training type-performance relationship. A third issue of this study investigated the personality-training type interactions from a situation strength perspective. Participants (N = 181) from a Midwestern university completed four training trials and two transfer trials of a computerized version of a class scheduling task and completed surveys of relevant constructs. Results revealed that training type did not have an effect on transfer performance or errors, training type did not predict meta-cognition, emotion control and challenge appraisals, but did predict threat appraisals. Finally, personality did not have a main effect on performance, nor did it interact with training type. The relative contributions of this study was the effects of training type on cognitive appraisals (threat in particular) and its relevance for future theoretical frameworks of error management training research, the effects of training type on error attitudes and error attitude effects on performance. Previous operationializations of error management training also may not be as clear-cut as once thought.
Department or Program
Department of Psychology
Year Degree Awarded
Copyright 2009, all rights reserved. This open access ETD is published by Wright State University and OhioLINK.