Cognitive Control Strategies and Adaptive Performance in a Complex Work Task

• Published in: Journal of applied psychology Vol. 106; no. 10; pp. 1586 - 1599
• Main Authors: Niessen, Cornelia, Lang, Jonas W. B.
• Format: Journal Article
• Language: English
• Published: Washington American Psychological Association 01-10-2021
• Subjects: Adaptation; Cognition; Cognitive Control; Cognitive strategies; Female; Forgetting; Human; Male; Memory; Occupational Adjustment; Relearning; Simulation; Task Complexity; Work environment; self-control; cognitive control; adaptive performance; directed forgetting; intentional forgetting
• ISSN: 0021-9010; 1939-1854
• DOI: 10.1037/apl0000830

Adapting to task changes in work settings frequently calls not only for shifting one's thoughts and behaviors to the new demands, but also for dealing with outdated knowledge and skills. This article focuses on the role of control strategies in task adaptation and reports two experimental studies using an air traffic control simulation task. In both studies (N = 66 and 105 with k = 1,320 and 1,680 observations, respectively), all participants first learned and performed an initial version of the task then received instruction about control strategies, performed an altered version of the task with new execution rules, and finally worked on a memory test. Participants were instructed to either deliberately forget the old rules, remember the old rules, or simply learn the new task (Study 2 only). Results from discontinuous growth curve modeling revealed that the directed forgetting in both studies and the control group in Study 2 showed higher performance in the simulation after the change relative to their performance before the change (transition adaptation). There were no relearning differences between the groups suggesting that these differences persisted throughout the task. However, the memory test at the end of the study revealed that the directed forgetting groups and the learning control group remembered less outdated task execution rules in the memory test after the simulation than the remembering group. The findings suggest that different types of cognitive strategies have costs and benefits. Conceptual and practical implications of these findings are discussed.