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David B. Porter

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Publication statistics

Pub. period:1987-1989
Pub. count:4
Number of co-authors:0

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David B. Porter

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Publications by David B. Porter (bibliography)

1989

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Porter, David B. (1989): Educating from a Group Perspective: What, Why and How. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 507-511.

“"What a person thinks on his own, without being stimulated by the thoughts of others, is, even in the best case, rather paultry and monotonous" -- Albert Einstein (in Winokur, 1984, p. 106). Einstein also make his disdain for traditional approaches to education clear: "The crippling of individuals is the worst evil of our educational system. An exaggerated competitive attitude is inculcated into the student, who is trained to worship aquisitive success..." (in Seldes, 1983, p. 223). Current developments in cognitive and social psychology support Einstein's candid observations. These developments suggest our perspective on education should be broadened to include interpersonal, group and organizational factors.”

1988

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Porter, David B. (1988): Course Critiques; What Students Can Tell Us about Educational Efficacy. In: Proceedings of the Human Factors Society 32nd Annual Meeting 1988. pp. 473-477.

“A course critique based on a multi-channel model of education has been developed and administered to all students enrolled in behavioral science courses at the US Air Force Academy for the past three semesters. The utility of this approach is shown by data analyses at three levels: department, course and instructor. Several pedagogical implications are discussed.”

1987

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Porter, David B. (1987): Classroom Teaching, Implicit Learning and the Deleterious Effects of Inappropriate Explication. In: Proceedings of the Human Factors Society 31st Annual Meeting 1987. pp. 289-292.

“Eighty-five senior cadets participated in a class exercise involving complex decision-making in a natural context. One experimental group was induced to employ explicit decisional processing and another was allowed to simply guess appropriate responses. Decision accuracy was measured at three levels of information availability. Both groups performed significantly above the level of chance when no reliable, objective information was provided. However, neither accurate base rate information nor conditional probabilities increased the decision accuracy of either experimental group. The group allowed to simply guess made significantly more accurate responses than did the group induced to explicate their decisional choices. These results provide convergent support for the dissociation of implicit and explicit knowledge. The exercise itself was a useful combination of research and experiential learning and encouraged classroom discussions of many issues related to human decision making.”

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Porter, David B. (1987): Similarities and Differences in the Implicit Causal Models of Faculty and Students. In: Proceedings of the Human Factors Society 31st Annual Meeting 1987. pp. 293-297.

“Do faculty members and students share the same underlying cognitive models? A specially-developed causal matrix was completed by 15 faculty members of the Department of Behavioral Sciences and 32 students enrolled in Introductory Psychology. Analyses of results suggest marked differences in the implicit models of these two groups. Compared to faculty, students do not differentiate causes from effects, generally overrate the number and strength of causal relationships, and include recursive relationships in their modal model. Several pedagogical implications of these findings are discussed.”

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