A Review of the Literature on Part-Task and Whole-Task Training and Context Dependency

Abstract

For this report, the part-task and whole-task training and context- dependent and context-independent presentation literature was reviewed. For part-/whole-task training, the influences of early research on the selection of training methods, relationships between training methods and task characteristics and trainees' individual differences, and different methods of part-task training were discussed. For context-dependent/independent presentation, early research findings, relationships between trainees' cognitive styles and the presentation methods, presentation methods and transfer of training, and presentation methods and trainees' attention were discussed. Generally, the research showed that whole-task training is the preferred method if the task is simple and can be reasonably approximated by the trainee. However, if the task is dangerous or highly complex and can be easily divided into subtasks, part-task training is the better choice. Context-dependent methods are favored over context-independent methods for recall and recognition. However, if the acquired knowledge and skills must be selectively applied in a variety of situations, context independent presentation methods are recommended. Context dependency, Computer-based instruction, Part-task, Presentation style, Whole-task, Training method.

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