Seven plus or minus two     

Jeanne Farrington 《Performance Improvement Quarterly》2011,23(4):113-116

For over 50 years, seven plus or minus two has been a commonly used guideline for gauging how many chunks of new information should be presented at one time in learning and performance situations. Often cited as the limit of working memory, this guideline was created as a result of misinterpreting an article by Miller (1956). More recent studies suggest that the limit for working memory is more like three, and sometimes four, with various factors influencing the capacity of an individual's working memory. Given too much novel information at one time, learners and performers can be derailed by cognitive overload. Instructional designers and performance consultants can adjust the presentation of new information to manage intrinsic, extraneous, and germane cognitive load. This column provides suggestions about how to reduce cognitive overload to improve learning and performance.  相似文献   

Mediating Our Knowledge     

Marie Jeanne Adams 《Curator: The Museum Journal》1983,26(4):275-286

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Estimating training efforts/costs: A follow-up “final report” (part I)     

Roseann Milcos  Dennis J. Sullivan  Jeanne M. Hebein  Robert J. Casey 《Performance Improvement》1987,26(5):24-29

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Com. HPT in a dot‐com world     

Jeanne Farrington 《Performance Improvement》2001,40(2):11-17

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Snake oil,science, and performance products     

Jeanne Farrington  Richard E. Clark 《Performance Improvement》2000,39(10):5-10

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Design and Delivery of Training for International Trainees: A Case Study     

Jeanne M. Hites 《Performance Improvement Quarterly》1996,9(2):57-74

One problem faced by instructional designers in multinational corporations is designing training for use with other cultures, while using resources effectively. A naturalistic case study approach was used to determine which conditions international students bring to technical training are the most critical and which aspects of the delivery of instruction are affected most critically by those traits. Respondents included students from several countries, as well as instructors. The most critical traits were value differences and language difficulty. These affected all aspects of training, but most critically the needs assessment and the instructional strategies. Critical instuctional strategies include reiterating concepts in several ways and using visuals, clear and active language, and relevant and specific examples. Effective strategies also include allowing more time for instruction, building in frequent breaks, and using media that use multiple senses and allow students to go at their own pace.  相似文献   

What it's like to be female in the work force     

Jeanne Brenneman 《Performance Improvement》1994,33(2):17-21

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Procrastination—Not all it's put off to be     

Jeanne Farrington 《Performance Improvement Quarterly》2012,24(4):11-16

Although procrastination has devastating negative effects on performance, many of us employ common myth‐like justifications for it, thereby attempting to alleviate the guilt and stress that commonly accompany putting things off when we know we should not. Working better under pressure, being more creative at the last minute, and avoiding tasks because of perfectionism are three rationalizations that we often give for delay. The consequences of procrastination include missed deadlines, health and financial problems, guilt, stress, and work that isn't our best. To overcome a tendency to procrastinate, focusing on avoiding it is not the best response. Instead, adopting a task‐oriented, problem‐solving focus or set of strategies can work even for people with a long history of putting things off. These strategies include increasing the perceived value of a task, adjusting expectations for success, reducing impulsive temptations, and approaching larger projects or those with longer timelines in smaller segments with progress checks along the way. Procrastinators can learn how to change their approach to getting work done and thereby reduce their tendency to delay.  相似文献   

No practice,no improvement: A true story     

Jeanne Brenneman 《Performance Improvement》1993,32(1):30-30

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Modifying course materials for international students     

Jeanne M. Hites  Walter W. Fisher 《Performance Improvement》1984,23(10):7-9

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