Publication statistics
Pub. period:1987-1992
Pub. count:10
Number of co-authors:7
Co-authors
Number of publications with 3 favourite co-authors:
Thomas L. Seamster:2Joan M. Ryder:2John R. Cannon:2 Productive colleagues
Richard E. Redding's 3 most productive colleagues in number of publications:
Thomas L. Seamster:10Janine A. Purcell:8Joan M. Ryder:7
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Richard E. Redding
Publications by Richard E. Redding (bibliography)
Redding, Richard E. (1992): Analysis of Operational Errors and Workload in Air Traffic Control. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1321-1325.
“The Federal Aviation Administration has embarked on a major curriculum redesign effort to improve the training of en route air traffic controllers. Included in this effort was a cognitive task analysis. One component of the task analysis was an analysis of operational errors, to obtain insights into cognitive-perceptual factors contributing to controller decisionmaking error. The data suggest that a failure to maintain situation awareness is the primary cause of controller error. These results highlight the importance of the controller task "maintain situation awareness", and are consistent with the findings of the other analyses. An approach for training situation awareness skills is presented in relation to models of expertise developed from other analyses: an expert mental model of air traffic control, and a task decomposition listing thirteen primary controller tasks. The findings and training paradigm have implications for training other complex high-performance tasks performed in a real-time, multi-tasking environment.”
© All rights reserved Redding and/or Human Factors Society
Redding, Richard E., Cannon, John R. and Seamster, Thomas L. (1992): Expertise in Air Traffic Control (ATC): What is It, and How Can We Train for It?. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1326-1330.
“The Federal Aviation Administration has embarked on a major curriculum redesign effort to improve the training efficiency of en route air traffic controllers. Included in this effort was a comprehensive cognitive task analysis conducted in several phases, spanning several years. Eight different types of data collection and analysis procedures were used, resulting in an integrated model of controller expertise. This paper provides a description of controller expertise, and describes the training program under development. This is one of the first examples of cognitive task analysis being applied to study expertise in complex cognitive tasks performed in time-constrained, multi-tasking environments.”
© All rights reserved Redding et al. and/or Human Factors Society
Redding, Richard E., Cannon, John R., Lierman, Bruce C., Ryder, Joan M., Purcell, Janine A. and Seamster, Thomas L. (1991): The Analysis of Expert Performance in the Redesign of the En Route Air Traffic Control Curriculum. In: Proceedings of the Human Factors Society 35th Annual Meeting 1991. pp. 1403-1407.
Redding, Richard E. (1990): Taking Cognitive Task Analysis into the Field: Bridging the Gap from Research to Application. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 1304-1308.
“Cognitive methods of task analysis have been used for training development. Although quite promising, these methods are generally time consuming and labor-intensive, and require considerable expertise. This has precluded their full use in field training situations. Economical, practical and user-friendly methods are needed which can be integrated easily with current approaches. This symposium paper discusses the potential of cognitive task analysis as well as the practicality problem. Of particular concern is how cognitive methods can receive widespread application among training practitioners -- how to transition theory and research in cognitive task analysis into mainstream training development programs.”
© All rights reserved Redding and/or Human Factors Society
Redding, Richard E. and Lierman, Bruce (1990): Development of a Part-Task, CBI Trainer Based Upon a Cognitive Task Analysis. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 1337-1341.
“This paper describes the task analysis procedures and data obtained to support development of a part-task trainer for a CBI military training system (as well as various training aids and recommendations), and the trainer design and evaluation. This was part of a two-year R&D program which was unique in that the trainer was designed based upon data derived from an integrated task analysis methodology which incorporated both cognitive and behavioral methods. Because the task to be trained, electronic warfare, is an area with a complex conceptual base and heavy decision-making components, the task analysis was primarily cognitive. The task analysis provided information about expert versus novice mental models, and effective heuristics and algorithms for problem solving.”
© All rights reserved Redding and Lierman and/or Human Factors Society
Redding, Richard E. (1990): Individual Differences and Training Program Development. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 1391-1395.
Redding, Richard E. (1989): Perspectives on Cognitive Task-Analysis: The State of the State of the Art. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 1348-1352.
“This study presents a critical analysis of the state of current technologies, methods, and tools used in cognitive task-analysis. Methods for cognitive task-analysis, derived from methods used in cognitive science, are relatively new and have not been systematized. Current methodologies demand considerable time and expertise to conduct properly and often yield data which is difficult to readily translate into practical application. This paper examines these problems and proposes some directions for future research and training program development.”
© All rights reserved Redding and/or Human Factors Society
Redding, Richard E. (1989): Trainers Teaching Thinking Skills: Applications of Recent Research in Metacognition to Training. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 1353-1357.
“Humans have the ability to monitor and control their conscious cognitive processes. This ability, called metacognition, implies that people can learn to optimize their cognitive processes. Recent research in metacognition provides new ways of accelerating learning and skill transfer through an improvement in the decision-making, problem-solving, and attentional skills of trainees. This paper provides a review of recent research in metacognition and presents recommendations for assessing and facilitating metacognitive skill in trainees.”
© All rights reserved Redding and/or Human Factors Society
Beckschi, Peter F. and Redding, Richard E. (1988): Myth and Reality in Technology Transfer: The Client-Consultant Relationship in Context. In: Proceedings of the Human Factors Society 32nd Annual Meeting 1988. pp. 729-733.
“Technology transfer is a process often obscured by different styles of human interaction which affect the transfer of information, skills and behaviors. Unless the human factors aspects of the client-consultant relationship are addressed, the process can result in frustrated recipients than can least afford failure, particularly in developing countries. Technology transfer is oftentimes sabotaged at an early stage without any hope of achieving project objectives. The authors contend that early model development and planning in the consultation phase will ameliorate many obstacles to transfer. A consulting model for technology transfer which incorporates systemic, cognitive, and behavioral considerations is proposed.”
© All rights reserved Beckschi and Redding and/or Human Factors Society
Ryder, Joan M., Redding, Richard E. and Beckschi, Peter F. (1987): Training Development for Complex Cognitive Tasks. In: Proceedings of the Human Factors Society 31st Annual Meeting 1987. pp. 1261-1265.
“This study evaluated current training methodologies, particularly Instructional Systems Development (ISD), and recent developments in cognitive science to determine how training procedures should be modified to support training for tasks which require complex cognitive skills. We content that ISD is still viable if procedures are developed for the training of cognitive skills. An important component of ISD which needs to be modified to support training of cognitive skills is the task analysis. We discuss the need for integrating efficient and cost-effective cognitive task analysis methodologies with traditional analysis methods.”
© All rights reserved Ryder et al. and/or Human Factors Society
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