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Barry P. Goettl

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Publication statistics

Pub. period:1989-1995
Pub. count:8
Number of co-authors:6

Co-authors

Number of publications with 3 favourite co-authors:

Cathy Connolly Gomez:1
Catherine Connolly-..:1
J. Wesley Regian:1

Productive colleagues

Barry P. Goettl's 3 most productive colleagues in number of publications:

Christopher D. Wic..:75
J. Wesley Regian:5
Jane Joseph:2

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Knowing (by) Designing 2013

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13th Intl. Conf. on New Interfaces for Musical Expression

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Graphics Interface 2013

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Barry P. Goettl

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Publications by Barry P. Goettl (bibliography)

1995

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Goettl, Barry P. and Gomez, Cathy Connolly (1995): The Role of Observational Learning in Automated Instruction of Complex Tasks. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. pp. 1335-1339.

“This study tested the prediction that observational learning will be more effective for motor tasks having substantial cognitive demands than for those that do not. Subjects were divided into three treatment groups: performers, observers, and no-observe controls. In Phase I, subjects were trained on a computer-based flight task requiring relatively little cognitive demands. In Phase II, subjects were trained on a different flight task that had significant cognitive and strategic demands. In Phase I, performers were superior to both observers and controls; the observers did not differ significantly from the controls. In Phase II, observation showed a beneficial effect for females. The female observers performed as well as the female performers. The results of this study suggest that observational learning benefits tasks with significant cognitive components more than tasks that are primarily psychomotor. Implications for computer-based training are discussed.”

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Connolly-Gomez, Catherine and Goettl, Barry P. (1995): Investigating Tradeoffs between Practice and Observation in Automated Instruction. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. pp. 1340-1344.

“This study examined the performance to observation ratio in training a complex computer-based flight simulator task. Subjects were divided into five different groups. One group performed 100% of the time during training, the second group performed 75% of the time and observed 25% of the time, the third group performed 50% of the time and observed 50% of the time, the fourth group”

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Goettl, Barry P. (1995): Part-Task Training of Complex Tasks: Utility of Backward Transfer. In: Proceedings of the Human Factors and Ergonomics Society 39th Annual Meeting 1995. pp. 1345-1349.

“Previous studies using the backward transfer technique identified a set of component tasks that are potentially critical to a complex, desk-top flight simulator task. This study directly tested the importance of these tasks using a part-task training paradigm. One group of subjects received part-task training concentrating on the critical component tasks. A second group received part-task training on non-critical component tasks. The third group received whole-task training. Subjects receiving part-task training on the critical tasks performed as well as subjects in the whole-task condition. Females, but not males, receiving practice on the "non-critical" tasks were worse than females in the other two groups, suggesting an aptitude x treatment interaction. Results were not replicated on a transfer task. These data illustrate the importance of selecting component tasks for part-task training, and the utility of the backward transfer technique in identifying those tasks.”

1994

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Goettl, Barry P., Kline, Kevin B. and Regian, J. Wesley (1994): Computers in the Training of Complex Tasks. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. p. 1214.

“The increasing power and speed of desktop computers makes automated instruction more feasible than ever before. Today, PC-based automated instructional systems can be utilized for training very complex tasks from attention demanding motor skills tasks that require rapid processing of multiple sources of information to complicated procedural tasks that impose high demands on memory. With this new technology comes the need to examine the applicability of well established instructional methods in the domain of the new generation of automated instructional systems. One challenge that these new systems pose is that many of the relevant theories and pedagogies are based on research utilizing relatively simple tasks. The objective of this symposium is to examine basic research issues relevant to automated instruction and training of complex tasks.”

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Goettl, Barry P. (1994): Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1220-1224.

“Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.”

1993

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Goettl, Barry P. (1993): Analysis of Skill on a Flight Simulator: Implications for Training. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 1257-1261.

“A backward transfer technique was used to identify component skills related to performance on a PC based flight simulator. Forty subjects were first trained on the simulator for eight hours and were then tested on several component skills tasks (backward transfer). A second group of 40 subjects was first given the component skills tasks and then was trained on the simulator task (forward transfer). Both groups were then divided into high- and low-ability groups based on whole-task performance and were compared on the component tasks. Backward transfer subjects showing proficiency on the simulator also showed proficiency on tasks related to pitch, altitude, and heading control, and tasks related to spatial orientation skills. Analysis of the forward transfer group suggested that many of the ability differences observed after whole-task training may have existed prior to whole-task training. Furthermore, some ability differences obtained for the forward transfer group were not obtained in the backward transfer group suggesting that these skills may be acquired through whole-task training. The implications of these results are discussed in the context of part-task training, adaptive training, and gender differences.”

1990

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Goettl, Barry P. and Joseph, Jane (1990): Central Processing Load, Response Demands and Tracking Strategies. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 1504-1508.

“The present experiment investigates the processing demands associated with two tracking strategies: double-impulse and continuous. Twelve subjects performed a Sternberg memory search task concurrently with a compensatory tracking task using either strategy. Central processing demands of both tasks were manipulated as well as the response demands of the Sternberg task. The two tasks showed little resource competition for central processing resources. Response load resulted in resource competition, but did not show any strategy differences. Results are discussed with regard to the importance of understanding strategy differences for workload analysis.”

1989

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Goettl, Barry P. and Wickens, Christopher D. (1989): Multiple Resources versus Information Integration. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 1454-1458.

“The present study investigates the applicability of an information integration hypothesis developed by Wickens and Boles (1983), to display format and response configuration. Twenty paid subjects performed either a dual-task or an integration task. The tasks were similar in all respects with the exception of information integration requirements. Proximity was manipulated via display format and response configuration. Results of the display format manipulation supported a multiple resources interpretation while the effects of response configuration were consistent with the integration hypothesis. These results point to a possible limitation in applying the integration hypothesis to resource demands of displays, but suggest that the hypothesis may apply to response configuration.”

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