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This paper focuses on exploring the potential solution and opportunity in the development of the Malaysian Army Transformation Plan by using the concept of Cognitive Readiness (CR). Here, the concept of CR equipped the military personnel to be cognitively ready to perform their role in military operations. The main aim of the paper is to highlight the fundamental discourse of 'what is cognitive readiness' in discovering the potential solution and opportunity in the development of the Malaysian Army Transformation Plan. The paper suggests that the strategy for transformation may start at the tactical level by focusing on enhancing the military personnel's CR. The study proposed that the Malaysian Army Organization prepare the military personnel with Knowledge, Skills and Abilities (KSA). KSA are important to boost the military personnel to have a distinctive character such as thinking critically, problem-solving and decision-making to perform effectively during military operations. In this preliminary study, the paper proposed a Framework for Tactical Cognitive Readiness (TCR) as a potential solution and opportunity for the Malaysian Army.

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"Are you LISTENING?" may be one of the most frequent questions preschoolers hear from their parents and teachers, but can children be taught to listen carefully-and thus better comprehend language-and if so, what changes occur in their brains? Twenty-seven four- and five-year-old children were taught a language simulation strategy to use while listening to stories: first, they practiced moving graphics on an iPad to correspond to the story actions, and then they practiced imagining the movements. Compared to a control condition, children in the intervention answered comprehension questions more accurately when imagining moving the graphics and on a measure of transfer using a new story without any instruction and with only immovable graphics. Importantly, for children in the intervention, the change in comprehension from the first to the sixth day was strongly correlated with changes in EEG mu and alpha desynchronization, suggesting changes in motor and visual processing following the intervention. Thus, the data are consistent with our hypothesis that a language simulation listening comprehension intervention can improve children's listening comprehension by teaching children to align visual and motor processing with language comprehension.

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Performance of varies surgical manipulations (SM) is a key skill in surgery. To develop such skills simulation trainings (ST) are used, followed by a training transfer, which is the ultimate goal of ST However, this training goal is not always achievable - the share of doctors using laparoscopic intracorporal suturing after the training ranges from 43.8% to 72.2%. Therefore, to improve training transfer it is necessity to evaluate effectiveness of such training programs. Current methods evaluate training results either outside real practice or in practice but in small groups due to high cost and efforts consumed. The paper presents a new method to evaluate effectiveness of SM simulation training programs in general population of the trainees, evaluate additional effects of the training and analyze personal factors affecting the training results. The method is based on a survey of the ST program participants, and tested at the Training and Accreditation Center «Medical Simulation Center of the Botkin Hospital¼ within the program on laparoscopic intracorporal suturing. The rate of training transfer added up to 88.9%. The suggested method makes it possible to evaluate effectiveness of SM simulation training in general population of the trainees, analyze factors affecting the training results and use findings for improving ST programs and methods in general. The method can be recommended for a large-scale implementation in simulation training programs.

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INTRODUCTION: Decision making in use of force relies on accurate cue identification to inform appropriate response. This research was designed to test the relationship between cue utilisation and performance prior to, and following participation in an urban operations course (UOC). METHODS: A total of 37 participants were assessed on cue utilisation measures, course outcome and between group changes following course participation. RESULTS: A significant main effect was evident for Cue utilisation and administration, (p = 0.005), but not training group, (p = 0.54), nor between groups and point of administration, (p = 0.410). No main effect was evident between groups and training outcome, (p = 0.11). However, there was a main effect for point of administration, (p = 0.02) and training outcome and point of administration (p = 0.02). CONCLUSION: Although cue utilisation is an essential component of perception-action tasks, cues may be more specific to the relevant training environment with limited transfer to the operational context.

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AIM: To develop a standardized training for charge nurses. DESIGN: A developmental research design divided into three parts will be undertaken. METHODS: (1) A scoping review will be used to develop standardized training focusing on charge nurse skills and sub-skills; (2) a Delphi review with nurses, managers and researchers will validate the content of the training; content validity will be assessed over sufficient rounds of review to obtain a content validity index of over 0.7 and (3) a cross-sectional study will pilot test the training with 30 charge nurses. RESULTS: This study will describe the development of updated and empirically validated training to be systematically implemented in healthcare institutions and offered to charge nurses when they begin.

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BACKGROUND: Research suggests that simulation-based surgical skills training translates into improved operating room performance. Previous studies have predominantly focused on training methods and design and subsequent assessable performances and outcomes in the operating room, which only covers some aspects of training engagement and transfer of training. The purpose of this qualitative study was to contribute to the existing body of literature by exploring characteristics of first-year trainees' engagement in and perceptions of transfer of surgical skills training. METHODS: We conducted an explorative study based on individual interviews with first-year trainees in General Surgery, Urology, and Gynaecology and Obstetrics who participated in a laparoscopic skills training program. Informants were interviewed during and two months after the training program. A thematic cross-case analysis was conducted using systematic text condensation. RESULTS: We interviewed 12 informants, which produced 24 transcripts for analysis. We identified four main themes: (1) sportification of training, (2) modes of orientation, (3) transferrable skills, and (4) transfer opportunities. Informants described their surgical training using sports analogies of competition, timing, and step-by-step approaches. Visual orientations, kinaesthetic experiences, and elicited dialogues characterised training processes and engagement. These characteristics were identified in both the simulated and the clinical environment. Experiences of specific skills transfer included ambidexterity, coordination, instrument handling, and visuospatial ability. General transfer experiences were salient in informants' altered training approaches. Informants considered the simulation-based training an entry ticket to perform in the operating room and mentioned supervisor-trainee relationships and opportunities in the workplace as critical conditions of transfer. CONCLUSIONS: Our findings elucidate characteristics of surgical training engagement that can be interpreted as self-regulated learning processes that transcend surgical training environments. Despite appreciating the immediate skills improvements resulting from training, trainees' narratives reflected a struggle to transfer their training to the clinical setting. Tensions existed between perceptions of transferable skills and experiences of transfer within the clinical work environments. These results resonate with research emphasising the importance of the work environment in the transfer process. Our findings provide insights that may inform the development of training programs that support self-regulated learning and transfer of training from the simulated to the clinical environment.

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Over the past few decades, researchers have argued that playing action video games can substantially improve cognitive abilities and enhance learning. However, consensus has not been reached regarding the mechanisms through which action game experience facilitates superior performance on untrained perceptually and cognitively demanding transfer tasks. We argue that analysis of behaviors engaged in during transfer task performance may provide key insights into answering this question. In the current investigation, we examined potential action game effects in the context of a complex psychomotor task, the Space Fortress (SF) game, that allows for the detailed examination of player behaviors beyond aggregate score reports. Performance (game score) was compared between action video game players (VGPs) and non-gamers (nVGPs) in two different control interface conditions (keyboard or joystick), followed by analyses of behaviors associated with superior performance. Against expectations, VGPs displayed superior performance only in the keyboard condition, suggesting that the action gamer advantage may not generalize to less-familiar control interfaces. Performance advantages were specifically associated with more efficient ship control behaviors by VGPs. Findings highlight how process-tracing approaches may provide insight into the nature of, and mechanisms producing, action gamers' advantages on learning untrained tasks.

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OCCUPATIONAL APPLICATIONSPeople in many occupations that involve using complex tools need to know how to troubleshoot those tools in real time and with minimum cost. Training troubleshooting professionals is thus a concern for various occupational sectors-particularly the military, aviation, power plant, and in industrial processes-and large investments have been made to create and use simulators that train troubleshooting skills. In the design and evaluation of simulators for troubleshooting, this review shows that no single level of simulation realism-or fidelity-works best in training, and that the effect of fidelity depends on trainees' prior skill level and the type of troubleshooting system (electronic or mechanical).

Background: Due to methodological difficulties, determining the appropriate level of simulation fidelity for training has been a long-standing problem for researchers and practitioners in ergonomics and human factors as well as simulation educators. Purpose: Our goal was to understand whether and how different levels of simulation fidelity affect transfer for training troubleshooting professionals, with a focus on practice domains such as military, chemical plants, and aviation. In analyzing the effect of fidelity, we also assessed the potential effects of two moderators: trainees' prior skill and system type (electronic and mechanical). Method: We used quantitative (random effects) and qualitative meta-analytic techniques to address the study questions. To overcome traditional problems in measuring fidelity and transfer, instead of using quantitative measures we conducted a qualitative categorization of study variables into low, medium, and high levels. Reports from 1960 until the present (2021) that described controlled experiments were identified using online databases, which resulted in 200 reports, 25 of which satisfied our conditions and included 57 experiments with 1,481 human participants. Results: Although the overall results favor using medium- to high-fidelity simulators, none of the low-, medium-, or high-fidelity simulations were universally superior, and the effect of fidelity depended on identified moderators. There was a positive effect of fidelity on transfer, but only for trainees with high prior skill. The same effect was also observed only for electronic systems. Of the three level of fidelity, medium-fidelity simulators produced the highest overall transfer, especially for trainees with low prior skill, and the low-fidelity simulators resulted in the lowest overall transfer. Conclusion: In designing and evaluating simulators that train troubleshooting professionals, addressing the fidelity question is only possible by analyzing important moderators such as trainees' prior skills and system type. Researchers and practitioners should thus define such moderators and then decide on key design variables such as fidelity.

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OBJECTIVE: The present scoping review aims to transform the diverse field of research on the effects of mixed reality-based training on performance in manual assembly tasks into comprehensive statements about industrial needs for and effects of mixed reality-based training. BACKGROUND: Technologies such as augmented and virtual reality, referred to as mixed reality, are seen as promising media for training manual assembly tasks. Nevertheless, current literature shows partly contradictory results, which is due to the diversity of the hardware used, manual assembly tasks as well as methodological approaches to investigate the effects of mixed reality-based training. METHOD: Following the methodological approach of a scoping review, we selected 24 articles according to predefined criteria and analyzed them concerning five key aspects: (1) the needs in the industry for mixed reality-based training, (2) the actual use and classification of mixed reality technologies, (3) defined measures for evaluating the outcomes of mixed reality-based training, (4) findings on objectively measured performance and subjective evaluations, as well as (5) identified research gaps. RESULTS: Regarding the improvement of performance and effectiveness through mixed reality-based training, promising results were found particularly for augmented reality-based training, while virtual reality-based training is mostly-but not consistently-as good as traditional training. APPLICATION: Mixed reality-based training is still not consistently better, but mostly at least as good as traditional training. However, depending on the use case and technology used, the training outcomes in terms of assembly performance and subjective evaluations show promising results of mixed reality-based training.

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OBJECTIVE: The purpose of this meta-analytic review is to examine the relationship between increased psychological pressure and Use of Force (UOF) behaviours, identifying current training methodologies and effectiveness of transfer of training interventions in high threat-simulated scenarios. BACKGROUND: Data from UOF performance within Law Enforcement indicates a low transfer of marksmanship training into real-world UOF, resulting in unnecessary damage to property, personal injury and increased risk to loss of life. This meta-analysis examines both the impact of increased pressure and current training interventions. METHOD: A meta-analysis was conducted across a wide range of published research to answer the primary research questions. RESULTS: Increased levels of perceived pressure demonstrated an average decrease in marksmanship accuracy of 14.8%, together with a small increase in incorrect Decision Making (DM) and faster reaction Times (RT). Experience demonstrated a mitigating effect for pressure for marksmanship with a 1.1% increase for every one year of service but no effect on DM or RT. Training interventions utilizing a variety of early contextually relevant exposures to increased pressure improved performance over traditional training on average by 10.6%. CONCLUSION: The outcomes illustrate the negative effect of pressure on marksmanship and UOF behaviours, and that early exposure to contextually relevant pressure may increase the transfer of training to real-world performance. APPLICATION: Occupational experience is an important component in reducing the impact of pressure on UOF performance, and transfer of training may be enhanced through training methodologies that combine early exposure to contextually relevant pressure, that may replicate the benefits of experience.

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Research indicates that Positive Psychology Interventions (PPIs) in the work context have a small positive impact on improving desirable work outcomes, and a small to moderate effect on reducing undesirable work outcomes, suggesting that the effects of PPIs are not trivial, but also not large. Whereas this may be related to the difficulty of changing oneself or one's happiness levels, the relatively small effects of PPIs may also be due to the predominant use of one-off interventions instead of more structural interventions that reflect policy level commitment. Furthermore, since most PPIs tend to focus on the individual, one could question the long-term effectiveness of such interventions, especially when the work environment remains unchanged. In this manuscript, I introduce a typology of PPIs in organizations by distinguishing between the organizational level they target (the individual or group level), and between one-off and structural interventions. I argue that different types of interventions can strengthen each other, and that to make a sustainable contribution to the optimal functioning of workers, PPIs need to comprise a wide variety of one-off and structural interventions targeting both individuals and groups in organizations. Furthermore, I make suggestions for improving the long-term effectiveness of PPIs by drawing on the literature on transfer of training, nudging, and positive design.

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Cognitive biases can adversely affect human judgment and decision making and should therefore preferably be mitigated, so that we can achieve our goals as effectively as possible. Hence, numerous bias mitigation interventions have been developed and evaluated. However, to be effective in practical situations beyond laboratory conditions, the bias mitigation effects of these interventions should be retained over time and should transfer across contexts. This systematic review provides an overview of the literature on retention and transfer of bias mitigation interventions. A systematic search yielded 52 studies that were eligible for screening. At the end of the selection process, only 12 peer-reviewed studies remained that adequately studied retention over a period of at least 14 days (all 12 studies) or transfer to different tasks and contexts (one study). Eleven of the relevant studies investigated the effects of bias mitigation training using game- or video-based interventions. These 11 studies showed considerable overlap regarding the biases studied, kinds of interventions, and decision-making domains. Most of them indicated that gaming interventions were effective after the retention interval and that games were more effective than video interventions. The study that investigated transfer of bias mitigation training (next to retention) found indications of transfer across contexts. To be effective in practical circumstances, achieved effects of cognitive training should lead to enduring changes in the decision maker's behavior and should generalize toward other task domains or training contexts. Given the small number of overlapping studies, our main conclusion is that there is currently insufficient evidence that bias mitigation interventions will substantially help people to make better decisions in real life conditions. This is in line with recent theoretical insights about the "hard-wired" neural and evolutionary origin of cognitive biases.

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Catatonia is a syndrome characterized as a cluster of difficulties in verbal and motor behavior that interferes with everyday function. This study analyzed the effects of a prompt-fading behavioral treatment package on the verbal behavior of an adolescent girl with autism and catatonia. Data were collected on three verbal responses previously observed in the participant's repertoire, including "Hi," "That sounds great," and "Excuse me." Instructors provided full manual guidance, in conjunction with a verbal model, when needed, to assist the participant in emitting the verbal responses. A functional relation was demonstrated between the prompt-fading package and the three verbal responses, and independent verbal responding emerged as manual prompts were faded. Responding was displayed across unfamiliar adults and maintained over time.

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Introduction: Simulation instructor training courses are infrequent in low-resource countries. PediSTARS India organisation has been conducting a Training of Trainers (TOT) workshop annually since 2014 and has trained 380 instructors in the last 6 years. The objective of this study is to evaluate this workshop using the basic Kirkpatrick model with a blended evaluation approach. Methods: A qualitative study design was used with purposive sampling from the 2018 workshop cohort. An initial online questionnaire gathered demographic and professional profile of participants. Semistructured interviews with those who consented explored their perceptions about the workshop and their experiences using simulation for training at their workplaces. The analysis was done based on a deductive research approach around the framework of the first three levels of the Kirkpatrick model. Results: A total of 11 in-depth interviews were conducted. Participants reported long-term retention, translation and positive impact of the knowledge and skills gained at the TOT workshop. The results achieved saturation and underwent respondent validation. Conclusion: This study provides evidence to support simulation faculty training workshops as an effective educational intervention in promoting simulation-related workplace-based education and training among health practitioners and that follow-up activity may be useful in some cases. This is the first study of its kind in a low-resource setting, and supports similar simulation instructor training in these settings and provides a blueprint for such training. Follow-up studies are required to evaluate the longer term impact of this simulation instructor training.

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OBJECTIVES: The aim of this study was to investigate similarities and differences for 18 sports toward canoe/kayak in order to identify donorsport and/or multisports, based upon a systematic analysis of the task constraints per sport that are assumed to be either crucial or less important from the coaches' viewpoint. DESIGN: Descriptive survey analysis. METHODS: 891 certified coaches from 19 sports valued (0-10; not important at all-very important) 15 characteristics by a questionnaire (Flemish Sports Compass) within their sport. Unique sport-profiles (discriminant analysis - DA) were constructed for 19 sports based on these characteristics. Similarities and differences between canoe/kayak and the other 18 sports were analyzed by means of MANOVAs on anthropometric, physical and motor coordination characteristics. RESULTS: Cross validated DA (rcan=0.660, Wilks' Lambda=0.564, p<0.001) showed that 72.1% of the canoe/kayak coaches were correctly assigned to their sport. For canoe/kayak seven characteristics were valued crucial; dynamic balance (8.51±1.69), core stability (8.45±2.27), pulling power (8.12±1.68), speed (7.54±2.07), endurance (7.27±2.03), stature (6.43±1.41) and rhythm (6.01±3.01). Least important characteristics were: flexibility (6.16±1.75), agility (4.27±3.10), catching (3.90±3.22), climbing (2.45±3.05), jumping (1.81±2.11), throwing (1.60±2.24), hitting (.94±1.77) and kicking (.61±1.04). CONCLUSIONS: This novel approach to determine important characteristics per sport makes identifying similarities and differences between sports possible. Similarities might enlarge talent-pools for possible talent transfers. Differences can help identify sports based on complementary characteristics for the construction of broad motor development programs. From this viewpoint gymnastics can serve as potential donorsport (similarities) for canoe/kayak, while handball and tennis can subserve broad development for young canoe/kayak athletes.

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OBJECTIVE: The objective of this meta-analysis is to explore the presently available, empirical findings on transfer of training from virtual (VR), augmented (AR), and mixed reality (MR) and determine whether such extended reality (XR)-based training is as effective as traditional training methods. BACKGROUND: MR, VR, and AR have already been used as training tools in a variety of domains. However, the question of whether or not these manipulations are effective for training has not been quantitatively and conclusively answered. Evidence shows that, while extended realities can often be time-saving and cost-saving training mechanisms, their efficacy as training tools has been debated. METHOD: The current body of literature was examined and all qualifying articles pertaining to transfer of training from MR, VR, and AR were included in the meta-analysis. Effect sizes were calculated to determine the effects that XR-based factors, trainee-based factors, and task-based factors had on performance measures after XR-based training. RESULTS: Results showed that training in XR does not express a different outcome than training in a nonsimulated, control environment. It is equally effective at enhancing performance. CONCLUSION: Across numerous studies in multiple fields, extended realities are as effective of a training mechanism as the commonly accepted methods. The value of XR then lies in providing training in circumstances, which exclude traditional methods, such as situations when danger or cost may make traditional training impossible.

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OBJECTIVE: To assess the evidence of general transfer from training on abstract computer-based exercises and video games to driving and flight control. BACKGROUND: Many believe that training on abstract computer-based exercises and video games enhances cognitive capacities to the benefit of performance in operational contexts. The basic research in this area is controversial. METHOD: We summarize reviews of the basic research data on transfer from training on abstract computer-based exercises and video games and undertake a detailed methodological review of flight and driving transfer studies. RESULTS: Reviews of basic transfer research fail to reveal evidence of general transfer, although a few applied studies are said to show general transfer to driving or flight control. Our review of these applied studies identifies issues with research methods and data interpretation that compromise the credibility of their results to an extent that they do not provide robust evidence of general transfer from abstract computer-based exercises or video games. CONCLUSION: The state of cognitive training and video game training in relation to transfer has failed to meet early expectations. Much of the research in this area suffers from inadequate experimental control and flawed interpretation of results. We call for adherence to robust experimental design, critical evaluation of data patterns, and replication of keystone results. We also call for a theoretically grounded research effort, and we outline relevant theoretical conceptions of transfer. APPLICATION: A robust theory of transfer and better understanding of transfer effects can guide development of principles for design and use of training simulators.

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This study contrasted the performance of drivers under actual and simulated driving conditions, in order to assess the validity of the simulators and test the hypothesis that driving is composed of largely orthogonal sub-tasks. Thirty experienced drivers completed an on-road driving test and drove two different simulators, each simulator drive comprising seven difficulty-moderated driving scenarios. Between-simulator contrasts revealed largely absolute validity, the anticipated effects of increased difficulty within driving scenarios, but weak relationships between performance of different driving scenarios. On-road driving was reliably assessed by a nationally-recognised expert driving assessor, as reflected by standard statistical measures of reliability and consistency. However, on-road driving revealed relatively little cross-category correlation of on-road driving errors, or between on-road and simulator driving. Thus, despite the compelling evidence of absolute and relative validity within and between simulators, there is little evidence of criterion validity (i.e. relationship to on road driving, as assessed by the expert assessor). Moreover, the study provides strong evidence for orthogonality in the driving task- driving comprises large numbers of relatively separate tasks.

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