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Teaching and Measuring Cognitive Readiness

  • Book
  • © 2014

Overview

Editors:
  1. Harold F. O'Neil

    1. , National Center for Research on Evaluati, University of Southern California, Los Angeles, USA

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  2. Ray S. Perez

    1. Office of Naval Research, Arlington, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Eva L. Baker

    1. National Center for Research on Evaluati, Standards, and Student Testing, CRESST/UCLA, Los Angeles, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Addresses an important component of adult learning

  • Brings together several disciplines on the construct of readiness

  • Addresses an increasingly important topic in teaching and learning research

  • Includes supplementary material: sn.pub/extras

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xv
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  2. Theory/Context

    1. Front Matter

      Pages 1-1
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    2. What Is Cognitive Readiness?

      • Harold F. O’Neil, Joan (Yuan-Chung) Lang, Ray S. Perez, Donna Escalante, F Sutter Fox
      Pages 3-23

    3. The Evolving Definition of Cognitive Readiness for Military Operations

      • J. D. Fletcher, Alexander P. Wind
      Pages 25-52

    4. Learning and Assessment: Twenty-First Century Skills and Cognitive Readiness

      • Eva L. Baker
      Pages 53-70

    5. A Model for Instruction and Assessment of Cognitive Readiness

      • Robert J. Sternberg
      Pages 71-92

    6. Situational Load and Personal Attributes: Implications for Cognitive Readiness, Adaptive Readiness, and Training

      • Stephen J. Zaccaro, Eric J. Weis, Tiffani R. Chen, Michael D. Matthews
      Pages 93-115

    7. The Development and Assessment of Cognitive Readiness: Lessons Learned from K-12 Education

      • Joan L. Herman
      Pages 117-134

    8. Cognitive Readiness for Solving Equations

      • Gregory K. W. K. Chung, Girlie C. Delacruz
      Pages 135-148

    9. What Problem Solvers Know: Cognitive Readiness for Adaptive Problem Solving

      • Richard E. Mayer
      Pages 149-160

    10. A Theoretically Based Approach to Cognitive Readiness and Situation Awareness Assessment

      • Cheryl A. Bolstad, Mica R. Endsley, Haydee M. Cuevas
      Pages 161-177

    11. Adaptive Expertise and Cognitive Readiness: A Perspective from the Expert-Performance Approach

      • K. Anders Ericsson
      Pages 179-197

  3. Cognitive Readiness Applications

    1. Front Matter

      Pages 199-199
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    2. Creative Thinking Abilities: Measures for Various Domains

      • Eunsook Hong
      Pages 201-222

    3. Using Analogies as a Basis for Teaching Cognitive Readiness

      • Keith J. Holyoak, Lindsey E. Richland
      Pages 223-238

    4. Simulation Assessment of Cognitive Readiness

      • Klaus Breuer, Siegfried Streufert
      Pages 239-252

    5. Assessing Cognitive Readiness in a Simulation-Based Training Environment

      • William L. Bewley, John J. Lee, Barbara Jones, Hongwen Cai
      Pages 253-278

    6. Software Support for Teaching and Measuring Cognitive Readiness

      • Allen Munro
      Pages 279-299

    7. Cognitive Readiness for Complex Team Performance

      • Clint Bowers, Janis Cannon-Bowers
      Pages 301-323

    8. Impact of Individual Game-Based Training on Team Cognitive Readiness

      • Talib S. Hussain, Clint Bowers, Holly Blasko-Drabik
      Pages 325-353
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Keywords

About this book

Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning. The term readiness is used in assessing student preparation for K-12 schools, while in the military and in industry, "readiness" denotes preparation to be effective in performing a mission or a job. Cognitive Readiness is viewed through a Knowledge, Skills, and Attributes (KSA) lens.

Teaching and Measuring Cognitive Readiness deals with (a) the primacy of cognitive readiness as attributes or individual difference variables; (b) the need for cognitive readiness instructional and assessment strategies; (c) the need to integrate assessment into cognitive readiness training; (d) the need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness; and (e) the need for a solid psychometric approach to the use of cognitive readiness assessments.

Editors and Affiliations

  • , National Center for Research on Evaluati, University of Southern California, Los Angeles, USA

    Harold F. O'Neil

  • Office of Naval Research, Arlington, USA

    Ray S. Perez

  • National Center for Research on Evaluati, Standards, and Student Testing, CRESST/UCLA, Los Angeles, USA

    Eva L. Baker

Bibliographic Information

  • Book Title: Teaching and Measuring Cognitive Readiness

  • Editors: Harold F. O'Neil, Ray S. Perez, Eva L. Baker

  • DOI: https://doi.org/10.1007/978-1-4614-7579-8

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media New York 2014

  • Hardcover ISBN: 978-1-4614-7578-1Published: 19 July 2013

  • Softcover ISBN: 978-1-4899-9080-8Published: 08 August 2015

  • eBook ISBN: 978-1-4614-7579-8Published: 18 July 2013

  • Edition Number: 1

  • Number of Pages: XV, 369

  • Topics: Educational Psychology, Educational Technology

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