Ability/Motivation Interactions in Complex Skill Acquisition
Abstract
Two central constructs of applied psychology, those of motivation and cognitive ability, are integrated within an information processing perspective. We begin with a conceptual framework for simultaneous consideration of individual differences in cognitive abilities and volitional/self-regulatory processes of motivation. From this framework, we propose that motivational interventions specifically interact with abilities and task demands. Empirical demonstration of the framework is provided in the context of skill acquisition, where the information processing and ability demands change as a function of practice, training paradigm, and the timing of goal setting. Three skill acquisition/goal setting experiments are reported, in a large scale field-based lab setting (1,010 U.S. Air Force trainees). Subjects engaged in complex, computerized, Air Traffic Controller tasks. In the first experiment, the basic learning and ability/performance parameters of the task were evaluated in conjunction with a goal-setting intervention early in practice. Results offered support for the initial tenets of the framework, and point to a number of critical issues in the appropriate use of goal-setting in a complex learning environment. In Experiment 2, goal setting was further investigated at a later stage of skill acquisition, for demonstration of the interactions between task demands and motivational interventions. The third experiment simultaneously examined the effects of task training content, goal setting, and ability/ performance interactions during skill acquisition. Keywords: Air Force training.
Document Details
- Document Type
- Technical Report
- Publication Date
- Apr 28, 1988
- Accession Number
- ADA196450
Entities
People
- Phillip L. Ackerman
- Ruth Kanfer
Organizations
- University of Minnesota