Learning, Remembering, Believing -- Copyright -- Contents -- Preface -- Learning, Remembering, Believing -- PART I Overview -- 1 Background -- CONTINUITIES IN THE STUDY OF ENHANCING PERFORMANCE -- CONCEPTS AND ISSUES -- 2 Summary -- LEARNING AND REMEMBERING -- Transfer -- Illusions of Comprehension and Control -- LEARNING AND PERFORMING IN TEAMS -- Cooperative Learning -- The Performance and Development of Teams -- Team Development -- Interactive Games -- Training in Teams -- MENTAL AND EMOTIONAL STATES -- Self-Confidence and Performance -- Altering States of Consciousness -- Hypnosis -- Transcendental Meditation -- Restricted Environmental Stimulation -- Sleep Learning -- NEW DIRECTIONS -- Socially Induced Affect -- Thought Suppression -- IMPEDIMENTS TO EFFECTIVE TRAINING -- PART II Learning and Remembering -- 3 Transfer: Training for Performance -- TRANSFER BY IDENTICAL ELEMENTS -- Cognitive Abstractions -- Exemplars -- The Ease or Difficulty of Transfer -- Situated Learning -- GENERAL PRINCIPLES OF TRANSFER -- Role of Abstract Concepts and Rules -- Environmental Context -- Fidelity of Training to Anticipated Experience -- Variable Practice -- Part-Task Training -- Length of Training -- The Role of Feedback -- Predicting Transfer -- The Role of Fidelity in Simulation -- CONCLUSIONS -- Identical Elements -- Type and Length of Training -- 4 Illusions of Comprehension, Competence, and Remembering -- SUBJECTIVE EXPERIENCE AND JUDGMENT -- Cognitive Illusions -- Self-Monitoring of Learning: Illusions of Comprehending and Knowing -- Evaluation of Instruction -- Knowing and Learning -- ILLUSIONS OF REMEMBERING -- Memory Without Remembering -- False Memories -- CONCLUSIONS -- PART III Learning and Performing in Teams -- 5 Cooperative Learning -- KEY ELEMENTS OF COOPERATIVE LEARNING -- GENERAL THEORETICAL PERSPECTIVES AND FINDINGS -- Overview.

Two Theoretical Perspectives -- General Findings -- Social-Behavioral Perspectives and Findings -- Cognitive-Developmental Perspectives and Findings -- Conclusions -- Limitations of the Research -- Quality and Precision -- Scope and Neglected Issues -- Context Dependency -- ADULT COOPERATIVE LEARNING -- General Findings -- Adult Cooperative Techniques: Group Rewards and Scripts -- Scripted Cooperation -- Structured Controversy -- Other Factors: Communication Supports, Transfer, and Individual Differences -- Conclusions and Future Directions -- Needed Research -- Implementation -- NOTE -- 6 The Performance and Development of Teams -- DETERMINANTS OF TEAM PERFORMANCE -- A Meta-Analysis of Laboratory Studies -- Contextual Variables -- TEAM DEVELOPMENT -- Team Learning, Developmental Phases, and Metacognition -- Team Building and Performance -- Team Building and Interteam Relations -- INTERACTIVE GAMES -- CONCLUSIONS -- NOTES -- 7 Training in Teams -- INPUTS -- Trainees -- Resources and Task Characteristics -- Preparation -- TRAINING PROCESSES -- Taskwork -- Conceptual Understanding -- Applying Conceptual Understanding -- Procedural Learning -- Feedback -- Social Support -- Positive Attitudes -- Use of Computers -- Positive Professional Identity -- Behavioral Modeling -- Teamwork -- MEDIATING VARIABLES -- Positive Interdependence -- Face-to-Face Promotive Interaction -- Accountability -- Team Processing -- OUTCOMES -- Individual Proficiency and Team Productivity -- Individual Results -- Team Results -- Positive Relationships and Social Support -- Psychological Health, Social Competence, and Self-Esteem -- Changes in Team Structure and Procedures -- Team Activities After Training -- CONCLUSIONS -- Guidelines for Research and Practice -- Obstacles to Team Training -- NOTES -- PART IV Mental and Emotional States -- 8 Self-Confidence and Performance.

''SELF-CONFIDENCE" AND RELATED CONCEPTS -- THEORETICAL PERSPECTIVES -- Self-Confidence Information -- Self-Confidence, Behavior and Thought Patterns, and Motivation -- Team Confidence -- RESEARCH ON SELF-CONFIDENCE -- Enhancing Self-Confidence -- Performance-Based Confidence Information -- Contextual Influences -- Effects of Self-Confidence on Performance -- Team Confidence -- Techniques for Enhancing Self-Confidence -- Performance-Based Approaches -- Modeling Others -- Persuasion and Positive Communication -- Anxiety Reduction -- FUTURE RESEARCH DIRECTIONS -- NOTES -- 9 Altering States of Consciousness -- HYPNOSIS -- Analgesia and Pain Control -- Strength and Endurance -- Learning -- Sensory Acuity and Perceptual Accuracy -- Time Perception -- Memory -- Forensic Hypnosis -- TRANSCENDENTAL MEDITATION -- Theory and Practice -- Physiological Effects -- Relaxation, Anxiety, and Self-Actualization -- Concluding Comment -- RESTRICTED ENVIRONMENTAL STIMULATION (REST) -- SLEEP LEARNING -- CONCLUSIONS -- NOTES -- PART V New Directions -- 10 Socially Induced Affect -- CONCORDANT AND DISCORDANT AFFECT -- POSSIBLE MECHANISMS -- Cognition -- Appraisal of Consequences for One's Well-Being -- Imagining Oneself in Another's Shoes -- Cognitive Consistency -- Classical Conditioning -- Mimicry -- Basic Issues -- AFFECT AND PERFORMANCE -- Flight Crew Performance -- Attention -- Teaching and Influencing -- Negotiating -- Panic Behavior in Groups -- Helping Behavior -- Group Cohesion -- CONCLUSIONS -- NOTES -- 11 Thought Suppression -- MOTIVATION -- EFFECTIVENESS -- CONSEQUENCES -- Thought Rebound -- Emotion Dishabituation -- ALTERNATIVES -- CONCLUSIONS -- NOTE -- EPILOGUE -- Institutional Impediments to Effective Training -- THE PERCEIVED VALUE OF TRAINING -- SELECTION VERSUS TRAINING -- MISUNDERSTOOD ASPECTS OF TRAINING -- Errors -- Tests -- Measures of Effectiveness.

TRAINERS AND ORGANIZATIONS -- Teaching as a Skill -- Administrative Structures -- CONCLUDING COMMENTS -- References -- APPENDICES -- A Committee Activities -- The Effect of Context on Training -- Illusions of comprehension -- Cooperative Learning -- Team Building and Team Training -- Self-Confidence and Performance -- Altered States of Consciousness -- Socially Induced Affect -- Mental-Control Strategies -- Organizational Cultures and Performance -- B Biographical Sketches -- Index.