Conclusion
In a nutshell, see Table 1 for a listing of the cognitive strategies and technological counterparts. To summarize—consider the following: • Employ information without necessarily storing it in long-term memory. • Present smaller self-contained modules where applicable. • Train in the workplace setting when possible. • Add variety through different forms of media and approaches. • Interact with the trainee by creating two-way learning environments.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Gardner, H. (1983).Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Godden, D. R., & Baddeley, A. D. (1975). Context-dependent in two natural environments: On land and under water.British journal of Psychology, 66, 325–331.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design.Journal of Instructional Development, 10(3), 2–11.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information.Psychological Review, 63, 81–97.
Paivio, A. (1971).Imagery and verbal processes. New York: Holt, Rinehart, & Winston.
Salomon, G. (1993). On the nature of pedagogic computer tools: The case of the writing partner. InComputers as cognitive tools (pp. 179–196). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rights and permissions
About this article
Cite this article
Baylor, A.L. Cognitive strategies for training with technology. TECHTRENDS TECH TRENDS 44, 13–15 (2000). https://doi.org/10.1007/BF02818230
Issue Date:
DOI: https://doi.org/10.1007/BF02818230