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Research presented concerns computer-assisted training for air traffic control, focusing on the relationship between training efficiency and dynamic problem selection in training programs. In the dynamic test, learner variables of mental efficiency, performance, and mental effort were used to select problems.

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide. [ABSTRACT FROM AUTHOR]

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by inventorying descriptive and prescriptive information on these strategies therein. Also, we analysed whether the coverage referred to actual research. The results indicated that mostly textbooks fail to fully represent the strategies. Accurate textbooks are used in a minority of TEPs. Implications and challenges for authors, TEPs and policy-makers are discussed. [ABSTRACT FROM AUTHOR]

Abstract: Previous studies have generally found no relation between IQ and chess skill in chess experts. This lack of a relation could be due to the influence of practice being more important than IQ in chess expertise. An alternative explanation is that IQ is relatively high and might therefore be restricted in range in chess experts. The current study investigated the contribution of practice, IQ and motivation to chess performance prospectively in a group of young, novice chess players in which IQ restriction of range did not play a role. Children who entered their first chess course were asked to complete weekly diaries indicating the amount of practice and their enjoyment of the course. IQ and motivation were measured using standardized tests. Using path analysis, we found that IQ and practice independently predicted chess performance on a chess test at the end of the course. Motivation influenced performance indirectly, by moderating the amount of practice that was undertaken. The results indicate that, at the early stages of expertise development, IQ and motivation influence chess performance. [Copyright &y& Elsevier]

Abstract: In his response to criticisms Ericsson argues that conclusions about expertise development cannot be drawn from studies in the general population, and that it is possible that, in chess, intelligence and expertise are uniformly related across development. We respond here that if we want to study the development of expertise across the lifespan, research needs to take into account samples from the general population, such as novices. Moreover, studies in the general population are needed to study a factor that might have troubled previous research in the field and therefore might have implications for current theories of expertise development, which is a possible restriction of range in crucial variables such as intelligence. We argue for a longitudinal, multifaceted approach to study expertise development, starting with unselected samples of novices and taking into account practice, intelligence and motivation simultaneously, to prevent restriction of range and allow for further and stronger conclusions on the relation between intelligence and chess expertise. [Copyright &y& Elsevier]