Relevant bibliographies by topics / Skills acquisition

Academic literature on the topic 'Skills acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Skills acquisition"

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Gask, Linda. "Acquisition of clinical skills." Advances in Psychiatric Treatment 5, no. 4 (July 1999): 311–16. http://dx.doi.org/10.1192/apt.5.4.311.

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“No-one except you and the patient really know what happens when you take him for an interview. You learn from your own mistakes behind the closed door” (Adams & Cook, 1984).Clinical skills in psychiatry are not best acquired in unsupervised practice or in learning by apprenticeship. In the past, it was reported that during the course of their clinical training, students' interviewing skills actually deteriorated rather than improved (Helfer, 1970; Maguire & Rutter, 1976), although recent research suggests that improved training is now having an impact (Davis & Nicholaou, 1992). The methods described below may be employed at both undergraduate and postgraduate level. Traditionally, psychiatrists have been actively involved, along with general practitioners, in the provision of communication skills training to undergraduates. In the future, this training will become a continuous process carried out alongside and within other teaching in all specialities (Gushing, 1996). One of the biggest challenges facing medical schools is how to engage and train clinical teachers from a range of specialities in facilitating students in the acquisition of clinical interpersonal skills.
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Alcina, Amparo, Victoria Soler, and Joaquín Granell. "Translation Technology Skills Acquisition." Perspectives 15, no. 4 (November 2007): 230–44. http://dx.doi.org/10.1080/13670050802280179.

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Kopelman, Peter. "Learning skills and the acquisition of clinical skills." Medical Education 31 (December 1997): 17–19. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02581.x.

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Berninger, Virginia Wise. "Normal Variation in Reading Acquisition." Perceptual and Motor Skills 62, no. 3 (June 1986): 691–716. http://dx.doi.org/10.2466/pms.1986.62.3.691.

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Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.
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Ijaola, Irewolede Aina, Olatunbosun Hezekiah Omolayo, and Kudirat Ibilola Zakariyyh. "Project Manager’s Skills Acquisition: A Comparative Study of Indigenous and Multinational Construction Firms." Journal of Engineering, Project, and Production Management 10, no. 1 (January 1, 2020): 71–79. http://dx.doi.org/10.2478/jeppm-2020-0009.

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AbstractProject manager’s skills which are the competencies required for successful completion of the project play an important role in the construction industry, therefore acquiring these skills is significant for project success. However, indigenous construction firms compete with their multinational counterparts for the available skilled workforce. The study, therefore, investigates the level of project managers’ skills acquisition in indigenous and multinational construction firms in Lagos State, Nigeria. The study adopted cross-sectional survey research and data were collected using a structured questionnaire. One hundred and thirty-three questionnaires (106 indigenous and 27 multinational) were administered to project managers and 106 retrieved and valid for analysis representing 73% response rate. The techniques for analysing the data are mean score and t-test. The study revealed that the most important skill type as perceived by project managers is a technical skill and there is no significant difference in the level of skill acquisition by project managers in indigenous and multinational construction firms. Hence, the study concludes that the categorisation of construction firms has no effect on the level of skills acquisition by project managers; therefore, it plays no role in project managers’ skills acquisition. Project managers should strive towards developing themselves through training for improved performance and for successful completion of construction projects.
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Frawley, William, Don R. Rogers, and John A. Sloboda. "The Acquisition of Symbolic Skills." Language 61, no. 3 (September 1985): 726. http://dx.doi.org/10.2307/414426.

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Holmes, Neville. "Supporting Acquisition of Basic Skills." Computer 41, no. 3 (March 2008): 104–3. http://dx.doi.org/10.1109/mc.2008.99.

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Coburn, Joyce M., and Nancy J. Sturdevant. "The Acquisition of Delegation Skills." Nurse Educator 17, no. 6 (November 1992): 32–34. http://dx.doi.org/10.1097/00006223-199211000-00015.

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Cravener, Patricia. "Promoting Acquisition of Telecommunications Skills." Nurse Educator 19, no. 4 (July 1994): 8. http://dx.doi.org/10.1097/00006223-199407000-00007.

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Phindane, Pule. "Reading Skills Acquisition in English:." Journal of Psychology 5, no. 1 (July 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.

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Dissertations / Theses on the topic "Skills acquisition"

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Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.

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Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.
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Thompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.

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Maguire, Rachael. "Acquisition and maintenance of keyboard skills." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/926/.

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Krosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.

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Veskos, Paschalis. "Development acquisition of rhythmic skills in bipedal robots." Thesis, Imperial College London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537558.

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Law, Jon. "Perceptual motor skills, acquisition and performance under pressure." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435309.

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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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Berthold, Oswald. "Robotic self-exploration and acquisition of sensorimotor skills." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21480.

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Die Interaktion zwischen Maschinen und ihrer Umgebung sollte zuverlässig, sicher und ökologisch adequat sein. Um das in komplexen Szenarien langfristig zu gewährleisten, wird eine Theorie adaptiven Verhaltens benötigt. In der Entwicklungsrobotik und verkörperten künstlichen Intelligenz wird Verhalten als emergentes Phänomen auf der fortlaufenden dynamischen Interaktion zwischen Agent, Körper und Umgebung betrachtet. Die Arbeit untersucht Roboter, die in der Lage sind, schnell und selbständig einfache Bewegungen auf Grundlage sensomotorischer Information zu erlernen. Das langfristige Ziel dabei ist die Wiederverwendung gelernter Fertigkeiten in späteren Lernprozessen um damit ein komplexes Interaktionsrepertoire mit der Welt entstehen zu lassen, das durch Entwicklungsprozesse vollständig und fortwährend adaptiv in der sensomotorischen Erfahrung verankert ist. Unter Verwendung von Methoden des maschinellen Lernens, der Neurowissenschaft, Statistik und Physik wird die Frage in die Komponenten Repräsentation, Exploration, und Lernen zerlegt. Es wird ein Gefüge für die systematische Variation und Evaluation von Modellen errichtet. Das vorgeschlagene Rahmenwerk behandelt die prozedurale Erzeugung von Hypothesen als Flussgraphen über einer festen Menge von Funktionsbausteinen, was die Modellsuche durch nahtlose Anbindung über simulierte und physikalische Systeme hinweg ermöglicht. Ein Schwerpunkt der Arbeit liegt auf dem kausalen Fussabdruck des Agenten in der sensomotorischen Zeit. Dahingehend wird ein probabilistisches graphisches Modell vorgeschlagen um Infor- mationsflussnetzwerke in sensomotorischen Daten zu repräsentieren. Das Modell wird durch einen auf informationtheoretischen Grössen basierenden Lernalgorithmus ergänzt. Es wird ein allgemeines Modell für Entwicklungslernen auf Basis von Echtzeit-Vorhersagelernen präsentiert und anhand dreier Variationen näher besprochen.
The interaction of machines with their environment should be reliable, safe, and ecologically adequate. To ensure this over long-term complex scenarios, a theory of adaptive behavior is needed. In developmental robotics, and embodied artificial intelligence behavior is regarded as a phenomenon that emerges from an ongoing dynamic interaction between entities called agent, body, and environment. The thesis investigates robots that are able to learn rapidly and on their own, how to do primitive motions, using sensorimotor information. The long-term goal is to reuse acquired skills when learning other motions in the future, and thereby grow a complex repertoire of possible interactions with the world, that is fully grounded in, and continually adapted to sensorimotor experience through developmental processes. Using methods from machine learning, neuroscience, statistics, and physics, the question is decomposed into the relationship of representation, exploration, and learning. A framework is provided for systematic variation and evaluation of models. The proposed framework considers procedural generation of hypotheses as scientific workflows using a fixed set of functional building blocks, and allows to search for models by seamless evaluation in simulation and real world experiments. Additional contributions of the thesis are related to the agent's causal footprint in sensorimotor time. A probabilistic graphical model is provided, along with an information-theoretic learning algorithm, to discover networks of information flow in sensorimotor data. A generic developmental model, based on real time prediction learning, is presented and discussed on the basis of three different algorithmic variations.
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Eccles, David. "Cognition in orienteering." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.

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Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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Books on the topic "Skills acquisition"

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M, Pena Carmen, and Air Force Human Resources Laboratory., eds. Acquisition of programming skills. Brooks Air Force Base, Tex: Air Force Systems Command, Air Force Human Resources Laboratory, 1990.

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Elson-Cook, Mark. Acquisition of computing skills. [Milton Keynes]: [IET], 1987.

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McMorris, Terry. Acquisition and Performance of Sports Skills. New York: John Wiley & Sons, Ltd., 2005.

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The guided acquisition of first language skills. Stamford, CT: Ablex Pub., 2000.

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Speaking with style: The sociolinguistic skills of children. London: Routledge, 1990.

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Speaking with style: The sociolinguistic skills of children. London: Routledge, 1992.

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Technology, Kwara State Polytechnic Institute of. Acquisition of entrepreneurial skills through research in technology and engineering management. Ilorin, Kwara State: Kwara State Polytechnic, 2010.

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Development of pragmatic and discourse skills in Chinese-speaking children. Amsterdam: John Benjamins Publishing Company, 2014.

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Buteau, Carol Liddiard. Preschoolers acquiring language skills: Center-based activities with parents as partners. Eau Claire, Wis: Thinking Publications, 2000.

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Gynther, Paivi. Beyond systemic discrimination: Educational rights, skills acquisition and the case of Roma. Leiden: Martinus Nijhoff Publishers, 2007.

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Book chapters on the topic "Skills acquisition"

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Cairns, Helen. "Metalinguistic skills of children." In Generative Linguistics and Acquisition, 271–90. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lald.54.11cai.

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Teitel, Simón. "Acquisition of Technology." In Technology and Skills in Zimbabwe’s Manufacturing, 55–64. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230514027_6.

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Taras, Marie E., and Mary Matese. "Acquisition of Self-Help Skills." In Handbook of Behavior Modification with the Mentally Retarded, 273–303. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2501-5_11.

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Rose, Andrew M. "Acquisition and Retention of Skills." In Applications of Human Performance Models to System Design, 419–26. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4757-9244-7_30.

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Whitman, Joy S., and Laura R. Haddock. "Acquisition of Knowledge and Skills." In Skill Development in Counselor Education, 55–66. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-6.

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Chaney, Michael P., and Jennifer J. Matthews. "Acquisition of Knowledge and Skills." In Preparing the Educator in Counselor Education, 101–19. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-6.

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Gask, Linda. "Acquisition of Psychiatric Interviewing Skills." In Teaching Psychiatry, 97–108. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch8.

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King, Kenneth. "Skill Acquisition in the Informal Sector." In Education, Skills and International Cooperation, 65–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29790-9_2.

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Marshall, Peter. "The Acquisition of Diplomatic Skills: Drafting." In Positive Diplomacy, 154–64. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25728-7_10.

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Marshall, Peter. "The Acquisition of Diplomatic Skills: Drafting." In Positive Diplomacy, 154–64. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-14585-0_10.

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Conference papers on the topic "Skills acquisition"

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Belkhouche, Boumediene, Safaa Dhanhani, Fatma Ramsi, and Saada Al Mansoori. "A Linguistic Skills Acquisition Framework." In Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.01.

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Aimetti, Guillaume. "Modelling early language acquisition skills." In the 12th Conference of the European Chapter of the Association for Computational Linguistics: Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609179.1609180.

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Shen Dong and F. Naghdy. "Application of Competitive Clustering to Acquisition of Human Manipulation Skills Acquisition." In 2006 IEEE International Conference on Fuzzy Systems. IEEE, 2006. http://dx.doi.org/10.1109/fuzzy.2006.1681698.

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Persad, Jeevan, Daniel Ringis, and Cathy Radix. "Leveraging student motivation in engineering skills acquisition." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044223.

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Sun, Chao, Fazel Naghdy, and David Stirling. "Application of MML to Motor Skills Acquisition." In 2006 International Conference on Computational Inteligence for Modelling Control and Automation and International Conference on Intelligent Agents Web Technologies and International Commerce (CIMCA'06). IEEE, 2006. http://dx.doi.org/10.1109/cimca.2006.49.

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Sluijs, Jasper P., Herman Kasper Gilissen, and Karin Van Look. "Applying Physical Education Methods to Skills Teaching of Law Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13047.

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We study to what extent the “constraints-led approach” (CLA) in physical education can also be applied to skills teaching for law students. In the CLA athletes are challenged to finding their own movement solutions in a dynamic setting rather than responding to verbal cues in a fixed environment. Similarly, we experimented with the implicit acquisition of policy analysis skills in law students in preparation for pro bono client work in so-called law clinics. Although the project was cut short due to Covid-19 circumstances, preliminary outcomes suggest students feel better equipped to working with clients. We provisionally conclude that CLA skills teaching has the potential to improve skill acquisition in clinical legal education.
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Calinon, Sylvain, Zhibin Li, Tohid Alizadeh, Nikos G. Tsagarakis, and Darwin G. Caldwell. "Statistical dynamical systems for skills acquisition in humanoids." In 2012 12th IEEE-RAS International Conference on Humanoid Robots (Humanoids 2012). IEEE, 2012. http://dx.doi.org/10.1109/humanoids.2012.6651539.

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Wiesen, Carina, Steffen Becker, Nils Albartus, Christof Paar, and Nikol Rummel. "Promoting the Acquisition of Hardware Reverse Engineering Skills." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028668.

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Markus, Dace, and Tija Zirina. "NEW KNOWLEDGE AND SKILLS IN LATVIAN LANGUAGE ACQUISITION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0850.

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Ortiz-Masià, Dolores. "SERVICE-LEARNING METHODOLOGY REINFORCES LONG-TERM SKILLS ACQUISITION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0940.

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Reports on the topic "Skills acquisition"

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Ohlsson, Stellan. Feedback and Transfer in the Acquisition of Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416633.

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Terhark, Linda. Effective acquisition of basic skills: an elementary schools program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.419.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248761.

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Reiser, Brian J. Causal Models in the Acquisition and Instruction of Programming Skills. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada242899.

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Wood, Mary. Implications of an oral-gestural training program in the acquisition of speechreading skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1475.

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Alvárez-Flores, EP, P. Núñez-Gómez, and C. Rodríguez Crespo. E-skills acquisition and deficiencies at the university in the context of the digital economy. Revista Latina de Comunicación Social, May 2017. http://dx.doi.org/10.4185/rlcs-2017-1178en.

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Morris, F. A., and J. L. Toquam. United States Program for Technical assistance to IAEA Standards. Concept Paper: Knowledge Acquisition, Skills training for enhanced IAEA safeguards inspections. Office of Scientific and Technical Information (OSTI), November 1993. http://dx.doi.org/10.2172/10124527.

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160395.

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Dietterich, Thomas G., and Prasad Tadepalli. Hybrid Computational Models for Skill Acquisition. Fort Belvoir, VA: Defense Technical Information Center, August 1998. http://dx.doi.org/10.21236/ada353324.

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