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Phillip L. Ackerman

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Publications by Phillip L. Ackerman (bibliography)

1992

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Ackerman, Phillip L. (1992): Abilities and Individual Differences in Complex Skill Acquisition. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 921-925.

“A theoretically-driven, information processing based examination of ability-performance relations during the acquisition of a high-fidelity complex air traffic controller simulation task is described. Two laboratory experiments and one field experiment are reviewed that describe the results of extensive ability testing (including measures of general, reasoning, spatial, perceptual speed, and perceptual/psychomotor abilities) and individual differences in skill acquisition over protracted skill-learning sessions. Laboratory studies examine individual differences in the acquisition of skills on TRACON -- a Terminal Radar Approach Controller simulation. The field investigation examines acquisition of skills by FAA Air Traffic Controller Trainees. Results are reported from perspective of global/component abilities, and global/component criterion task performance measures. Results validate and further extend the Ackerman (1988) theory of the cognitive ability determinants of individual differences in skill acquisition. This research program demonstrates the benefits of ability component and task component levels of analysis over global analyses of ability-skill relations. Implications are discussed for developing refined selection instruments for the prediction of air traffic controller training success, and for other job tasks with demands for inconsistent information processing, as well as implications for design of tailored training procedures.”

1988

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Ackerman, Phillip L. and Sager, Christopher E. (1988): Cognitive/Intellectual Abilities as Predictors of Skilled Performance: Answering the Which, When and How Questions. In: Proceedings of the Human Factors Society 32nd Annual Meeting 1988. pp. 1006-1010.

“Recently, there has been a re-emergence of interest in the cognitive ability determinants of individual differences in skill acquisition and skilled performance. First we review some basic characteristics of individual differences in skill acquisition. We next consider the current evidence for the emergent "task-specific" factor, a matter that may have important implications for the utility of ability measures as predictors of individual differences in asymptotic skilled performance. We also review two major factors in determining the relations between abilities and individual differences in skill acquisition, advances in theory and the enlargement of the data base for discussion of the topic. We address these factors, in the context of a discussion of "which" abilities predict individual differences in skilled performance, "when" such predictors are maximally effective, and "how" abilities and information processing demands interact to determine ability-performance associations.”

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Ackerman, Phillip L. and Kanfer, Ruth (1988): Declarative and Procedural Knowledge in Skill Acquisition: An Aptitude-Treatment Interaction Framework for Training. In: Proceedings of the Human Factors Society 32nd Annual Meeting 1988. pp. 1241-1245.

“This paper focuses on the interactions among four constructs during skill acquisition: (1) the dynamic changes in attentional demands of the task to be acquired, (2) individual differences in cognitive and intellectual abilities, (3) conative (motivational), metacognitive process involved in changes of attentional focus, and (4) knowledge structures acquired through part-task training. An attentional model is reviewed that describes how these variables interact during three phases of skill acquisition (i.e., during declarative knowledge, knowledge compilation, and at the level of proceduralized knowledge). Empirical demonstration of the framework is provided in the context of complex skill acquisition. Supportive results from a series of empirical studies are reviewed.”

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