Evaluating Cognitive Training Outcomes: Validity and Utility of Structural Knowledge Assessment

Byline: Mark A. Davis (1), Mary B. Curtis (2), Jeffrey D. Tschetter (3) Keywords: structural knowledge; declarative knowledge; training evaluation Abstract: Conventional approaches to evaluating cognitive outcomes of training typically use paper-and-pencil tests that emphasize gains or differences in declarative knowledge. Yet a key factor in differentiating expert and novice performance is the way individuals organize their knowledge. Accordingly, the acquisition of meaningful knowledge structures and methods of assessing structural knowledge are potentially important issues for designing and evaluating training programs. Two studies were conducted to examine the validity and utility of one structural assessment technique called Pathfinder (Schvaneveldt, Durso, &amp Dearholt, 1989). Results from academic and organizational samples indicated that Pathfinder measures of structural knowledge quality predicted individual differences in performance self-efficacy. After controlling for differences in declarative knowledge, measures of structural knowledge quality added to the prediction of performance self-efficacy in the student sample, but not in the organizational sample. The unique features and potential advantages of structural assessment for training evaluation are discussed. Author Affiliation: (1) Department of Management, College of Business Administration, University of North Texas, Denton, TX, 76203 (2) University of North Texas, USA (3) University of Sioux Falls, USA Article History: Registration Date: 05/10/2004