Jm. Ryder et Re. Redding, INTEGRATING COGNITIVE TASK-ANALYSIS INTO INSTRUCTIONAL-SYSTEMS DEVELOPMENT, Educational technology research and development, 41(2), 1993, pp. 75-96
Traditional methods for task analysis and training design, such as tho
se embodied in Instructional Systems Development (ISD), decompose jobs
into discrete tasks composed of specific action sequences and identif
y prerequisite knowledge and skills for each task. Although these meth
ods have been effective for designing training for simple procedural s
kills, they offer little insight for analysis or training of jobs invo
lving complex cognitive skills, which increasingly require training to
day. Because of this, cognitive considerations need to be incorporated
into ISD, particularly in the task analysis phase. Recently, cognitiv
e methods have begun to be used to conduct task analysis for training
program development and human-computer system development. In this art
icle, recent developments in cognitive task analysis are reviewed, and
The Integrated Task Analysis Model (ITAM), a framework for integratin
g cognitive and behavioral task analysis methods within the ISD model,
is presented, Discussed in detail are ITAM's three analysis stages-pr
ogressive cycles of data collection, analysis, and decision making-in
three components of expertise: skills, knowledge, and mental models.