The Effects of Self‐Monitoring in Training Situations

Abstract

The role of self‐monitoring within a training system is discussed. A common feature of training systems is an assessment by both learners and the trainees of the ‘self‐confidence’ of those mastering a task. Some experimental evidence suggests that individuals are able to assess accurately the extent to which a response is correct and, if a response is not available, the extent to which partial knowledge exists. There is some evidence to suggest that the self‐assessment of responses can enhance the learning process. Instructional systems might be enhanced by the provision of a self‐assessment procedure such that, in multi‐choice answer situations, more information is made available from the learner for instructional decisions. It is also suggested that where complex simulators are used the individuals using them may place a high value on their fidelity to the real situation because this will allow for better self‐assessment of the individual's level of competence.