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Journal articles on the topic 'Skills acquisition'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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3

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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4

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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5

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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7

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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8

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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9

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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10

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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11

Spooren, Wilbert. "The acquisition of reading skills." Document Design 4, no. 1 (February 25, 2003): 96–98. http://dx.doi.org/10.1075/dd.4.1.13spo.

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12

Moray, Neville, Pam Lootsteen, and Jan Pajak. "Acquisition of Process Control Skills." IEEE Transactions on Systems, Man, and Cybernetics 16, no. 4 (July 1986): 497–504. http://dx.doi.org/10.1109/tsmc.1986.289252.

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13

Kjelland, Kimberly, Marlena Allen, Kimberly Holder, Amanda Jenny, Christy Roe, Heather Troutman, Holly Nieves, Traci Voils, and Martha Monroe. "The tiered skills acquisition model." Nursing Management 52, no. 9 (September 2021): 51–53. http://dx.doi.org/10.1097/01.numa.0000771756.09339.e2.

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14

Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (December 23, 2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Hence, the learning materials should be adapted before being used so that the learning materials do not only promote the acquisition of language skills and values, but also 21st century skills. There are a number of alternatives of that teachers can use in adapting the learning materials to promote the acquisition of 21st century skills. Some of the alternatives include adapting the task input, activity/procedure, setting, and learner role and adding tasks to units and units to the textbook. Keywords: learning material, language skill, values and 21st century skill

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15

Mohammed, Yusuf. "Participation for Sustainability in Adult Literacy and Skills Acquisition Centers." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5490–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020256.

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Robertson, Rebecca, Laura St. Germain, and Diane M. Ste-Marie. "The Effects of Self-Observation When Combined With a Skilled Model on the Learning of Gymnastics Skills." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 18–34. http://dx.doi.org/10.1123/jmld.2016-0027.

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In this experiment, we examined whether self-observation, via video replay, coupled with the viewing of a skilled model was better for motor skill learning than the use of self-observation alone. Twenty-one female gymnasts participated in a within design experiment in which two gymnastics skills were learned. One skill was practiced in conjunction with the self-observation/skilled model pairing and the other with only self-observation. The experiment unfolded over five sessions in which pre-test, baseline, acquisition, retention, and post-test scores were obtained. Analysis of the physical performance scores revealed a significant Condition ×Session interaction in which it was shown that there were no differences between the intervention conditions at baseline and early in acquisition; but, later in acquisition, those skills practiced with the self-observation/skilled model pairing were executed significantly better than those with only self-observation. Also, an error identification test showed that participants had significantly higher response sensitivity scores for those skills learned with the paired intervention compared to self-observation alone. These results suggest that pairing self-observation with a skilled model is better in a gymnastic setting than self-observation alone.

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17

Schneider, Walter. "Training High-Performance Skills: Fallacies and Guidelines." Human Factors: The Journal of the Human Factors and Ergonomics Society 27, no. 3 (June 1985): 285–300. http://dx.doi.org/10.1177/001872088502700305.

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A high-performance skill is defined as one for which (1) more than 100 hours of training are required, (2) substantial numbers of individuals fail to develop proficiency, and (3) the performance of the expert is qualitatively different from that of the novice. Training programs for developing high-performance skills are often based on assumptions that may be appropriate for simple skills. These assumptions can be fallacious when extended to high performance skills. Six fallacies of training are described. Empirical characteristics of high-performance skill acquisition are reviewed. These include long acquisition periods, heterogeneity of component learning, development of inappropriate strategies, and training of timesharing skills. A tentative set of working guidelines for the acquisition of high-performance skills is described.

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Mische Lawson, PhD, CTRS, Lisa, Megan Mazurowski, OTR/L, and Sarah Petersen, OTR/L. "Sensory processing patterns and swim skill acquisition of children with autism spectrum disorder." American Journal of Recreation Therapy 16, no. 2 (August 24, 2017): 29. http://dx.doi.org/10.5055/ajrt.2017.0131.

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This descriptive study aimed to understand swim skill acquisition of children with Autism Spectrum Disorders (ASDs) engaged in KU Sensory Enhanced Aquatics. Researchers analyzed Sensory Profiles and documentation of 83 children with ASDs’ first 8-week session. Research questions included identifying what swim skills were acquired over 8 weeks, which sensory supports were used most frequently and how a child's sensory processing pattern impacted swim skill acquisition. Findings showed children with an ASD most frequently acquired swim skills in the Water Orientation, Front Stroke, and Backstroke categories. Goggles were the sensory supports used most frequently. Though there were more similarities than differences between children's sensory patterns and swim skill acquisition, sensory seeking children acquired the most swim skills compared to other patterns. Findings suggest that sensory supports may encourage swim skill acquisition of children with ASDs’ in a variety skill categories.

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Ingram, Errol, Pat Dorsett, and Kym Macfarlane. "Exploring the lived experience of acquiring life skills with congenital total blindness: An interpretative phenomenological analysis." British Journal of Visual Impairment 37, no. 3 (June 13, 2019): 227–39. http://dx.doi.org/10.1177/0264619619856649.

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This phenomenological study explored how individual young adults understood their lived experience of acquiring life skills with congenital total blindness (CTB). Four young adults with CTB, and five parents of the young adults, participated in the study. In depth, semi-structured interviews were used to gather information from the research participants. The interviews were analysed using interpretative phenomenological analysis (IPA). Five superordinate themes emerged from the IPA: (1) life skills acquisition as ‘a means to an end’, (2) appraising life skills acquisition, (3) acquiring disability-specific skills, (4) reaching adulthood with life skill gaps, and (5) making sense of independence. The findings revealed that the young adults had reached adulthood with significant gaps in their acquisition of basic life skills. This indicates that more needs to be done, to improve the efficacy and meaning of life skill acquisition programmes provided in childhood and adolescence, to young people living with CTB.

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20

Verhoef, Rika, and Welko Tomic. "Computer-Aided Acquisition of Writing Skills." Curriculum and Teaching 11, no. 1 (January 1, 1996): 3–21. http://dx.doi.org/10.7459/ct/11.1.02.

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21

Novaković, Nataša, and Boris Teodosijević. "Acquisition of basic public speaking skills." Bizinfo Blace 8, no. 2 (2017): 55–68. http://dx.doi.org/10.5937/bizinfo1701055n.

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22

DeBourgh, Gregory A. "Psychomotor Skills Acquisition of Novice Learners." Nurse Educator 36, no. 4 (July 2011): 144–49. http://dx.doi.org/10.1097/nne.0b013e31821fdab1.

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23

Anderson, John R., and Jon M. Fincham. "Acquisition of procedural skills from examples." Journal of Experimental Psychology: Learning, Memory, and Cognition 20, no. 6 (1994): 1322–40. http://dx.doi.org/10.1037/0278-7393.20.6.1322.

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24

Parente, Diane H., John D. Stephan, and Randy C. Brown. "Facilitating the acquisition of strategic skills." Management Research Review 35, no. 11 (September 28, 2012): 1004–28. http://dx.doi.org/10.1108/01409171211276918.

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25

Blanas, George N. "Knowledge Acquisition and Management Skills Development." Industry and Higher Education 16, no. 5 (October 2002): 307–14. http://dx.doi.org/10.5367/000000002101296469.

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Improvements in students' capabilities and advances in their learning maturity through the use of groupware technologies in management teaching can be Monitored via a Capability Maturity Model (CMM). During an academic semester, decisions on the type and intensity of technologies used can determine the added – or subtracted? – value in management capabilities developed by students. This paper presents the findings of a research project at the TEI of Larissa that is closely coupled with the European Commission's European Engineering Manager (EEM) and Virtual Development for Europe (VIDEEO) pilot projects. Based on case studies of student groups, the paper demonstrates the usefulness of the CMM in evaluating the effectiveness and learning outcomes of group assignment projects.

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Mulder, Theo. "Acquisition and performance of cognitive skills." Acta Psychologica 75, no. 1 (October 1990): 98–102. http://dx.doi.org/10.1016/0001-6918(90)90072-n.

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27

Ter Heege, Hans. "The acquisition of basic multiplication skills." Educational Studies in Mathematics 16, no. 4 (November 1985): 375–88. http://dx.doi.org/10.1007/bf00417193.

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Windsor, Jennifer, Shirley S. Doyle, and Gerald M. Siegel. "Language Acquisition After Mutism." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 96–105. http://dx.doi.org/10.1044/jshr.3701.96.

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This longitudinal case study challenges the assumption that individuals with autism who have severely restricted speech and language skills have a poor prognosis for further development of expressive oral language. The study follows the development of a woman with autism from mutism at age 10 to acquisition of a range of spoken and written language skills at age 26. The intervention in which the woman participated and her skills pre- and post-intervention and at two follow-up assessments are documented. The results support the hypotheses that speech and language development may proceed after mutism associated with limited verbal imitation and phoneme production skills, that some skills may plateau or decline, and that both spoken and written language may become viable forms of communication.

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Murphy, Stephen, Maurice Patterson, and Lisa O’Malley. "Learning how: Body techniques, skill acquisition and the consumption of experience." Marketing Theory 19, no. 4 (November 9, 2018): 425–45. http://dx.doi.org/10.1177/1470593118809792.

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Although the skilful body has been ever-present in research accounts of consumption experiences, no sustained attention has been given to the acquisition of skills necessary for successful engagement with those experiences. In the present study, we report an empirical investigation of the acquisition and diffusion of embodied competencies among high-speed motorcyclists. In doing so, we mobilize the concept of reflexive body techniques in order to unpack the social, physical and mindful aspects of skilled embodiment. We demonstrate that skill acquisition is a necessary precursor to successful immersion into certain kinds of consumption experiences offered by the marketplace. Further, we underline the role of skill acquisition in subject formation.

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Bennett-Levy, James. "Therapist Skills: A Cognitive Model of their Acquisition and Refinement." Behavioural and Cognitive Psychotherapy 34, no. 1 (October 20, 2005): 57–78. http://dx.doi.org/10.1017/s1352465805002420.

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A new model of therapist skill development is presented. Grounded in information processing theory, it provides a comprehensive framework that accounts for a range of phenomena encountered by trainers and trainees – for example, why different training methods are needed for different elements of therapist skill. The model features three principal systems: declarative, procedural and reflective (DPR). Reflection is identified as central to therapist skill development and, accordingly, a pivotal role is given to a reflective system, which enables therapists to reflect and build on their conceptual (declarative) knowledge and procedural skills. The DPR model incorporates a taxonomy of therapist skills, and explains why different skills develop in different ways at different rates. It highlights the centrality of therapists' perceptual skills, and of when-then rules, plans, procedures and skills (rules that determine when to implement what interventions with which patient under what conditions) in the development of therapist expertise. It makes a distinction between personal and professional selves (the self-schema vs. the self-as-therapist schema); and it identifies the role of the personal self in therapist skill development. While there are still many questions to be investigated, it is hoped that the model will stimulate researchers and provide guidance for trainers.

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Fordyce-Voorham, Sandra. "An evaluation tool for measuring food skills acquisition." British Food Journal 119, no. 5 (May 2, 2017): 1028–44. http://dx.doi.org/10.1108/bfj-07-2016-0312.

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Purpose The purpose of this paper is to design an objective, valid and reliable “Checklist” tool that teachers could use to measure their students’ food skills acquisition. Design/methodology/approach The design of the Checklist was based on 18 procedural food skills identified by teachers and verified by analysis of skills in recipes that are typically used in food education programmes in secondary schools. The skills were divided into five skill-sets and a recipe covering the skills was selected to test the Checklist. For the test, three hypothetical situations of a person with low, some and expert skills making the recipe were demonstrated in separate videos. Teachers were invited to test the Checklist by viewing the videos, completing the Checklist for each of the three conditions and completing an evaluation. Findings In total, 40 home economics teachers tested the Checklist and reported that they could use the tool to measure the development and progress of their students’ procedural food skills. Analysis of variance analyses of the data and the non-parametric analyses suggest that the Checklist is a reliable and valid evaluation tool. Originality/value Teachers report using various tools to measure their students’ food skills acquisition but these have not been well-documented in the literature. These preliminary findings of an original and quantifiable tool showed that home economics teachers used the Checklist to measure their students’ procedural skills however, as the teachers’ comments suggest, further development and validation of the tool are required.

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Ghorbani, Saeed, and Andreas Bund. "Throwing Skills." Perceptual and Motor Skills 124, no. 2 (January 24, 2017): 502–13. http://dx.doi.org/10.1177/0031512517689972.

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Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.

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Chukwuedo, Samson Onyeluka, and Theresa Chinyere Ogbuanya. "Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates." Education + Training 62, no. 2 (January 1, 2020): 100–115. http://dx.doi.org/10.1108/et-07-2019-0146.

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Purpose The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students. Design/methodology/approach Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy. Findings The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient). Research limitations/implications All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study. Practical implications This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study. Originality/value To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.

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Morin, Danielle, Jennifer D.E. Thomas, and Raafat George Saadé. "Fostering Problem-Solving in a Virtual Environment." Journal of Information Technology Education: Research 14 (2015): 339–62. http://dx.doi.org/10.28945/2273.

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This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

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Rulli, Francesco. "Emotional evaluation and skill acquisition for proficiency-based laparoscopic skills training." Surgery 141, no. 5 (May 2007): 692. http://dx.doi.org/10.1016/j.surg.2006.09.017.

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Arabiana, Elaiza Flor S., Dayvin Adrian Ember A. Malifer, and Helen Ranoco Betonio. "Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition." English Language Teaching Educational Journal 3, no. 2 (September 3, 2020): 151. http://dx.doi.org/10.12928/eltej.v3i2.2461.

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While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.

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Furukawa, Koichi, Toshiki Masuda, and Ikuo Kobayashi. "Abductive Reasoning as an Integrating Framework in Skill Acquisition." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 8 (October 20, 2011): 954–61. http://dx.doi.org/10.20965/jaciii.2011.p0954.

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Skill acquisition includes many issues, such as finding explanations for skillful performance, finding missing links in skill explanations, diagnosing performance malfunctions, identifying the role of “surprising facts” in skill discovery, and accommodating new skills. Interestingly, most of these issues are treated appropriately in an abductive reasoning framework. In this article, we focus on the skill of cello playing. A cellistmay find musical passages not playable using previously acquired methods alone. In such a case, we must invent a new skill, which we call an abduced skill. A simple case of skill abduction can be realized by adding a factual hypothesis, whereas in some cases we need rule abduction. In acquiring new skills, an instructor’s suggestion may improve a learner’s skill. This indicates the importance of such suggestions, which are called “surprising facts” in abduction. We point out the importance of surprising facts by showing two examples of dramatic improvement.

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Sun, Sharon Zhengyang, Samuel MacIsaac, Buck C. Duclos, and Meredith B. Lilly. "The effects of trade liberalization on skill acquisition: a systematic review." Journal of International Trade Law and Policy 18, no. 2 (June 17, 2019): 74–95. http://dx.doi.org/10.1108/jitlp-08-2018-0036.

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Purpose The benefits of trade liberalization on upskilling and skill-based wage premiums for high-skilled workers have recently been questioned in policy circles, in part because of rising income inequality and populist movements in developed economies such as the USA. The purpose of this paper is to determine the effects of trade liberalization on the relative supply and demand for skills. Design/methodology/approach Through the systematic review of the literature on trade and skill acquisition, this paper isolates a total of 25 articles published over the past two decades. Findings Key findings demonstrate the importance of the relative development of the trading partner, with more developed countries experiencing higher upskilling, while less developed countries experience deskilling. Technology, geographic level of analysis, sector and gender were also found to be important influences on human capital acquisition associated with international trade. Originality/value Overall, the authors find support for the idea that trade with developing countries places pressure on low-skill jobs in developed countries but increases the demand for educated workers. The implications of shifts in skills for public policy-making and in terms of the skill premium on wages are discussed.

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Ayoku, Ojedokun A., and Victoria Nwamaka Okafor. "ICT skills acquisition and competencies of librarians." Electronic Library 33, no. 3 (June 1, 2015): 502–23. http://dx.doi.org/10.1108/el-08-2013-0155.

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Purpose – The purpose of this paper is an audit of information technology (IT) skills set of librarians in some Nigerian university libraries with the aim of examining their relevance and adequacy to the digital environment. Nigerian universities as knowledge creators and their libraries as gatekeepers of knowledge are rapidly witnessing the introduction of various IT. One of the challenges facing IT/digital library projects in Nigeria has been the readiness of the university libraries in terms of knowledge and skills to implement the digital and electronic library services. Design/methodology/approach – This paper used the survey approach. The sampling technique for the selection of the universities was stratified and for the librarians (respondents), census. The sampling frame was the approved list of universities released by the National Universities Commission as of the time of this study. The data were analysed using the Statistical Package for the Social Sciences. Findings – The findings of this paper revealed that many of the respondents do have knowledge and skills of email use and word processing tasks but lack knowledge of search engines and directories other than Google and Yahoo, respectively. Many of them do not know how to evaluate and catalogue e-resources; have no knowledge of subject gateways, specialised databases and some open-access library databases; have no knowledge of database management; are not skilled in Web design; and are equally not familiar with Web design applications. Originality/value – The study recommends management support for IT skills training and/or continuous professional development to improve the librarians. Librarians are also challenged and encouraged to explore the range of training resources available over the Internet for self-development.

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Moore, William E., and John R. Stevenson. "Understanding Trust in the Performance of Complex Automatic Sport Skills." Sport Psychologist 5, no. 3 (September 1991): 281–89. http://dx.doi.org/10.1123/tsp.5.3.281.

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The concept of trust in performing complex automatic motor skills involves letting go of conscious controlling tendencies often learned during skill acquisition. Theories of motor control provide a framework for automatic selection and execution of movement sequences during skilled performance. Trust is viewed as a psychological skill in which the athlete releases conscious control over movements, thus allowing the automatic execution of the schema that have been developed through training. This paper defines and characterizes trust and its role in the performance of automatic sport skills, with the goal of suggesting a path for applied research concerning trust and sport skills performance.

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HOBBS, RENEE, and RICHARD FROST. "Measuring the acquisition of media-literacy skills." Reading Research Quarterly 38, no. 3 (July 9, 2003): 330–55. http://dx.doi.org/10.1598/rrq.38.3.2.

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MATSUKI, Norio. "Acquisition of skills on the shop-floor." Synthesiology English edition 3, no. 1 (2010): 77–85. http://dx.doi.org/10.5571/syntheng.3.77.

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Lovett, Kate F. "Acquisition of skills during higher specialist training." Psychiatric Bulletin 24, no. 8 (August 2000): 315. http://dx.doi.org/10.1192/pb.24.8.315.

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Jenison, Eric L., Karen M. Gil, Thomas S. Lendvay, and Michael S. Guy. "Robotic Surgical Skills: Acquisition, Maintenance, and Degradation." JSLS : Journal of the Society of Laparoendoscopic Surgeons 16, no. 2 (2012): 218–28. http://dx.doi.org/10.4293/108680812x13427982376185.

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Bilal, Dania M. "International Students' Acquisition of Library Research Skills:." Reference Librarian 10, no. 24 (May 23, 1989): 129–45. http://dx.doi.org/10.1300/j120v10n24_11.

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Rosenbaum, David A., Richard A. Carlson, and Rick O. Gilmore. "Acquisition of Intellectual and Perceptual-Motor Skills." Annual Review of Psychology 52, no. 1 (February 2001): 453–70. http://dx.doi.org/10.1146/annurev.psych.52.1.453.

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Webster, Steve, Paul Garner, Keith Cameron, and Tim O'Brien. "Realtime three-dimensional remote medical skills acquisition." Journal of Telemedicine and Telecare 2, no. 1 (March 2, 1996): 43–46. http://dx.doi.org/10.1258/1357633961929231.

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Ngang, Tang Keow, Ching Shiau Yie, and Siti Asiah Md Shahid. "Quality Teaching: Relationship to Soft Skills Acquisition." Procedia - Social and Behavioral Sciences 191 (June 2015): 1934–37. http://dx.doi.org/10.1016/j.sbspro.2015.04.649.

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Henkel, Gretchen. "Residents’ Acquisition of Fiberoptic Orotracheal Intubation Skills." Anesthesiology 95, no. 2 (August 1, 2001): 5A. http://dx.doi.org/10.1097/00000542-200108000-00002.

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McLucas, Bruce. "Acquisition of endovascular skills for obstetrician-gynecologists." Journal of Minimally Invasive Gynecology 13, no. 2 (April 2006): 155–60. http://dx.doi.org/10.1016/j.jmig.2005.12.008.

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