astronomy

Karol G. Ross

Karol G. Ross is a astronomy topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Karol G. Ross rather than just read about it. In short: Karol Girdler Ross (born July 17, 1952, in North Carolina) is a leading scientist in decision-making research. She received her Ph.D. in experimental psychology from the University of Tennessee and is now a chief scientist for Cognitive Performance Group of Florida and a research psychologist at the Institute for Simulation and Training (IST) at the University of Central Florida.

Key takeaways

Karol G. Ross belongs to astronomy; place it in that map before memorising details.
Learn the definition first, then one example that makes the definition concrete.
Connect Karol G. Ross to a quantity you can measure, compute or draw — that is where exam questions come from.
Reproduce the core statement of Karol G. Ross from memory before moving on to harder problems.

Reference excerpt

Karol Girdler Ross (born July 17, 1952, in North Carolina) is a leading scientist in decision-making research. She received her Ph.D. in experimental psychology from the University of Tennessee and is now a chief scientist for Cognitive Performance Group of Florida and a research psychologist at the Institute for Simulation and Training (IST) at the University of Central Florida. She is currently serving a two-year appointment on the U.S. Army TRADOC Distance Learning Training Technology Subcommittee of The Army Distributed Learning Program and serves on the Defense Regional and Cultural Capabilities Assessment Working Group-Learning Objectives Subgroup. She has conducted research and development for the US Army, the USMC, the US Air Force and the Office of Naval Research. Currently at IST, she provides senior scientist oversight for the USMC R&D Program for Cognitive Skills Training for IED Defeat. Her work currently deals with the oversight of extensive cognitive task analysis of IED Defeat performance, the development and evaluation of performance metrics, multiple training interventions, training effectiveness evaluation, and modeling of cross-cultural competence.

Publications

Technical reports Phillips, J.K., Ross, K.G., & Shadrick, S.B. (2006). User's Guide for Tactical Thinking Behaviorally Anchored Rating Scales. (RP 2006–05; ADA452069). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Phillips, J. K., Shafer, J., Ross, K. G., & Cox, D. A. (2006). Behaviorally anchored rating scales for the assessment of tactical thinking mental models. (RR 1854). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. O'Dea, A., Ross, K.G., McHugh, A, Phillips, J.K., Throne, M.H., & McCloskey, M., & Mill, J.A. (2006). Global teams: Enhancing the performance of multinational staffs through collaborative online training (RR 1849; AD A469425). Alexandria, VA:U.S. Army Research Institute for the Behavioral and Social Sciences. Baxter, H. C., Ross, K. G., & Stevens, L. M. (2005). Capturing and transferring tacit knowledge for the battle command knowledge system (Final Technical Report prepared for the U.S. Army and Booz Allen Hamilton under Subcontract #82059nbs21, Prime #GS-35F-0306). Fairborn, OH: Klein Associates. Ross, K. G., Phillips, J. K., Klein, G., & Cohn, J. (2005). Creating expertise: A framework to guide technology-based training (Final Technical Report for Contract #M67854-04-C-8035 for the Marine Corps Systems Command Program Manager for Training Systems, Orlando, FL). Fairborn, OH: Klein Associates. Harris-Thompson, D., Mills, J. A., Ross, K. G., Peluso, D. A., Baxter, H. C., & McCloskey, M. (2004). eMAGINE: electronic Medium for Authoring and Generating Instructional Exercises (Final Technical Report under Contract No. N61339-02-C-0157 for NAVAIR-ORLANDO TSD). Fairborn, OH: Klein Associates. Ross, K. G., Battaglia, D., Hutton, R. J. B., & Crandall, B. (2003). Development of an Instructional Model for Tutoring Tactical Thinking. (Phase II SBIR). Stottler Henke Associates Inc. subcontract. Sponsored by the Army Research Institute, Fort Knox, Kentucky.

Journal articles Ross, K. G., Klein, G., Thunholm, P., Schmitt, J. F., & Baxter, H. C. (2004). The recognition-primed decision model. Military Review, LXXIV(4), 6–10. Klein, G., Ross, K. G., Moon, B., Klein, D. E., Hoffman, R. R., Hollnagel, E. (2003). Macrocognition. IEEE Intelligent Systems, 81–85. Notar, C. E., Wilson, J. D., & Ross, K. G. (2002). Distant learning for the development of higher-level cognitive skills. Education, 122(4), 642–647. Ross, K. G. (2000). Training adaptive leaders-are we ready? Field Artillery Journal, 15–18. Ross, K. G., Pierce, L. G., Corpac, P. S., & Fulton, C. T. (1999). New wine in new bottles—Revitalizing battle staff training. Field Artillery, May–June, 12–15.

Book chapters Peters, D. J., Jackson, L. A., Phillips, J. K., & Ross, K. G. (2008). The time to decide: How awareness and collaboration affect the command decision making process. In A. Kott (Ed.), Battle of Cognition: The Future Information-Rich Warfare and the Mind of the Commander. Westport, Connecticut: Praeger Security International. Harris, W. C., Ross, K. G., & Hancock, P. A. (2008). Changes in soldier's information processing capability under stress. In P. A. Hancock and J. L. Szalma (Eds.), Performance Under Stress. Burlington, VT: Ashgate Publishing Company. 361 Interactive, LLC Topic # A07-050 Proposal # A2-342036 Ross, K. G., Shaffer, J. L., & Klein, G. (2006). Professional judgments and "naturalistic decision making." In K. A. Ericsson, N. Charness, R. R. Hoffman, and P. J. Feltovich (Eds.), The Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press. Ross, K. G., Lussier, J. W., & Klein, G. (2004). From recognition-primed decision making to decision skills training. In S. Haberstroh & T. Betsch (Eds.), Routines of decision making. Mahwah, NJ: Lawrence Erlbaum Associates.

References

Worked examples

Example 1 — a first encounter with Karol G. Ross

Start with the simplest possible case. Write down what Karol G. Ross claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In astronomy, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Karol G. Ross before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Karol G. Ross ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Karol G. Ross

In research: Karol G. Ross appears in astronomy research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry: Engineering practice reuses Karol G. Ross in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom: Karol G. Ross is common in secondary-school and first-year university syllabi. It links to neighbouring topics 1952 births, American scientists, Living people, so understanding it makes those chapters shorter.
In everyday life: Look for Karol G. Ross outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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How to study Karol G. Ross in 20 minutes

Read the reference excerpt below once, without taking notes.
Close the page and write down what Karol G. Ross means in your own words.
Compare your version with the excerpt and mark what you missed.
Work through the three examples above with pen and paper.
Explain Karol G. Ross out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Karol G. Ross in simple terms?

Why does Karol G. Ross matter?

Because it connects several astronomy ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Karol G. Ross?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Karol G. Ross.