All Outputs (103)

The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks (2013)
Journal Article
Beckmann, J., & Goode, N. (2014). The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks. Instructional Science, 42(2), 271-290. https://doi.org/10.1007/s11251-013-9280-7

Previous research has found that embedding a problem into a familiar context does not necessarily confer an advantage over a novel context in the acquisition of new knowledge about a complex, dynamic system. In fact, it has been shown that a semantic... Read More about The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks.

In the heat of the moment: On the effect of state neuroticism on task performance (2013)
Journal Article
Beckmann, N., Beckmann, J., Minbashian, A., & Birney, D. (2013). In the heat of the moment: On the effect of state neuroticism on task performance. Personality and Individual Differences, 54(3), 447-452. https://doi.org/10.1016/j.paid.2012.10.022

The aim of this study was to further shed light on the relationship between neuroticism and performance by taking into account the situation-specific experience of neuroticism when undertaking cognitive tasks. A total of 121 high-performing professio... Read More about In the heat of the moment: On the effect of state neuroticism on task performance.

Assessment of processing capacity: Reasoning in Latin Square tasks in a population of managers. (2012)
Journal Article
Birney, D., Bowman, D., Beckmann, J., & Seah, Y. (2012). Assessment of processing capacity: Reasoning in Latin Square tasks in a population of managers. European Journal of Psychological Assessment, 28(3), 216-226. https://doi.org/10.1027/1015-5759/a000146

What happens before and after it happens: Antecedences and consequences of adult learning. (2012)
Journal Article
Beckmann, J., & Birney, D. (2012). What happens before and after it happens: Antecedences and consequences of adult learning. Learning and Individual Differences, 22(5), 561-562. https://doi.org/10.1016/j.lindif.2012.06.005

Flexible Expertise in Senior Executives (Final Report for Linkage Project LP0669552). Sydney: Accelerated Learning Laboratory (2012)
Report
Wood, R., Beckmann, J., & Birney, D. (2012). Flexible Expertise in Senior Executives (Final Report for Linkage Project LP0669552). Sydney: Accelerated Learning Laboratory. [No known commissioning body]

Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. (2012)
Journal Article
Birney, D., Beckmann, J., & Wood, R. (2012). Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. Learning and Individual Differences, 22(5), 563-574. https://doi.org/10.1016/j.lindif.2012.07.001

The Benefit of Being Naive and Knowing it: The Unfavourable Impact of Context Familiarity on Learning in Complex Problem Solving Tasks (2011)
Presentation / Conference Contribution
Beckmann, J. (2011). The Benefit of Being Naive and Knowing it: The Unfavourable Impact of Context Familiarity on Learning in Complex Problem Solving Tasks.

With a little help… On the role of guidance in knowledge acquisition in complex, dynamic systems (2011)
Presentation / Conference Contribution
Beckmann, J. (2011). With a little help… On the role of guidance in knowledge acquisition in complex, dynamic systems.

An investigation of the theoretical implications of differential item functioning in the evaluation of educational interventions (2010)
Presentation / Conference Contribution
Birney, D., Grigorenko, E., Stemler, S., Beckmann, J., & Sternberg, R. (2010). An investigation of the theoretical implications of differential item functioning in the evaluation of educational interventions.

Does task type affect the efficacy of performance goals? A comparison of discovery and instruction-based skill acquisition. (2010)
Presentation / Conference Contribution
Howe, A., & Beckmann, J. (2010). Does task type affect the efficacy of performance goals? A comparison of discovery and instruction-based skill acquisition.

Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load (2010)
Journal Article
Beckmann, J. (2010). Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load. Learning and Instruction, 20(3), 250-264. https://doi.org/10.1016/j.learninstruc.2009.02.024

Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanati... Read More about Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load.

You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks (2010)
Journal Article
Goode, N., & Beckmann, J. (2010). You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks. Intelligence, 38(3), 345-352. https://doi.org/10.1016/j.intell.2010.01.001

This study investigates the relationships between structural knowledge, control performance and fluid intelligence in a complex problem solving (CPS) task. 75 participants received either complete, partial or no information regarding the underlying s... Read More about You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks.

Managerial Problem Solving: Frameworks, Tools & Techniques. (2009)
Book
Wood, R., Cogin, J., & Beckmann, J. (2009). Managerial Problem Solving: Frameworks, Tools & Techniques. McGraw-Hill

Flexibility in Dynamic Testing: The assessment of cognitive flexibility in high performing adults (2009)
Presentation / Conference Contribution
Beckmann, J. (2009). Flexibility in Dynamic Testing: The assessment of cognitive flexibility in high performing adults.

More than just rule application: determinants of control performance under conditions of partial and complete information in complex problem solving tasks (2009)
Presentation / Conference Contribution
Goode, N., & Beckmann, J. (2009). More than just rule application: determinants of control performance under conditions of partial and complete information in complex problem solving tasks.

From process models to diagnostic practice: A unified approach to complex problem solving (2009)
Presentation / Conference Contribution
Beckmann, J. (2009). From process models to diagnostic practice: A unified approach to complex problem solving.

The Benefit of Being Naive but Knowing it: The Impact of Semantic Embedment in Complex Problem Solving Tasks (2009)
Presentation / Conference Contribution
Goode, N., & Beckmann, J. (2009). The Benefit of Being Naive but Knowing it: The Impact of Semantic Embedment in Complex Problem Solving Tasks.

Accuracy feedback in dynamic testing (2009)
Presentation / Conference Contribution
Beckmann, N., Beckmann, J., & Elliott., J. (2009). Accuracy feedback in dynamic testing.

Invited Workshop: The Accelerated Learning Laboratory’s approach to accelerated learning (2009)
Presentation / Conference Contribution
Bowman, D., Beckmann, J., Minbashian, A., Beckmann, N., MacCann, C., Birney, D., & Wood, R. (2009). Invited Workshop: The Accelerated Learning Laboratory’s approach to accelerated learning.

Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback (2009)
Journal Article
Beckmann, N., Beckmann, J., & Elliott, J. (2009). Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback. Learning and Individual Differences, 19(2), 277-282. https://doi.org/10.1016/j.lindif.2008.09.008

This study takes an individual differences' perspective on performance feedback effects in psychometric testing. A total of 105 students in a mainstream secondary school in North East England undertook a cognitive ability test on two occasions. In on... Read More about Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback.