Basic Attention Measures as Predictors of Success in Flight Training

A two-stage study was conducted to assess the potential of a new methodological technique for measuring individual differences in basic attention capabilities and the validity of these differences in predicting success in flight training. A performance testing system included a digit-processing reaction-time task and a one-dimensional compensatory tracking task. Comparisons were made between separate and concurrent performances of these tasks, and simultaneous performances also included comparisons involving changes in task priorities. Results indicating consistent individual differences in basic attention capabilities suggest several dimensions for their description. A preliminary validation study compared scores for a group of 11 flight instructors and with a group of 32 student pilots. In addition, the student sample was dichotomized based on performance in training. There were reliable differences for both groups on combined task performance efficiency.

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Measures of Attention as Predictors of Flight Performance

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/001872087601800101 ◽

1976 ◽

Vol 18 (1) ◽

pp. 1-14 ◽

Cited By ~ 62

Author(s):

Robert A. North ◽

Daniel Gopher

Keyword(s):

Individual Differences ◽

Dual Task ◽

Reaction Time Task ◽

Flight Training ◽

Testing System ◽

Student Sample ◽

Student Pilots ◽

Preliminary Validation ◽

Within Subjects ◽

A New Technique

A new technique for measuring individual differences in basic attention capabilities and the validity of these differences in predicting success in flight training were investigated. The testing system included a digit-processing, reaction-time task and a one-dimensional compensatory tracking task. Comparisons were made between separate and concurrent performances of thesetasks, with both equal and shifting task priorities. Adaptive techniques were employed to obtain maximum performance levels for each subject in the single-task condition and to maintain dual-task difficulty within subjects. Consistent individual differences in basic attention capabilities were observed and several dimensions of attention capabilities are suggested. A preliminary validation study compared scores for flight instructors and student pilots. In addition, the student sample was dichotomized based on performance in training. There were reliable differences for both groups on dual-task performance efficiency.

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Determining Readiness for Solo Flight Training

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000084 ◽

2015 ◽

Vol 5 (2) ◽

pp. 114-124 ◽

Cited By ~ 1

Author(s):

Matt Thomas ◽

Carol Richards

Keyword(s):

Decision Making ◽

Flight Training ◽

Future Research ◽

Qualitative Design ◽

Student Pilots ◽

Flight Instructors ◽

Behavioral Markers ◽

Hazard Awareness

Abstract. Flight instructors are responsible for deciding when student pilots make their first solo flights. While these decisions are complex and challenging, little detailed guidance has been developed. This study aimed to articulate the elements of competence that experienced flight instructors focused on and assessed when making the decision to send student pilots on their first solo training flights. Participants were 30 Recreational Aviation Australia (RA-Aus) senior and chief flying instructors. A qualitative design was used to explore participants’ reflections on the elements of competency and behavioral markers they assess. The key themes identified from the thematic analyses fit well within the PAVE hazard checklist, which provides a framework for hazard awareness and management. The results of this study include a preliminary framework of specific competencies that flight instructors can assess as part of their decision making. Future research could lead to development of a checklist or scale that would further support flight instructors’ decision making.

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Defining the Underlying Factors of Ukrainian Student Pilots’ Motivation to Learn Aviation English

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/125 ◽

2019 ◽

Vol 11 (2) ◽

pp. 198

Author(s):

Olena Ivanivna Moskalenko ◽

Svitlana Mykolayivna Muravska ◽

Oleksandr Vasyliovych Didenko ◽

Serhii Yakovych Biliavets

Keyword(s):

Educational Process ◽

Flight Training ◽

Motivation To Learn ◽

Key Factors ◽

Test Motivation ◽

Student Pilots ◽

Flight Instructors ◽

Training Institutions ◽

Aviation English

Motivation plays an important role in language acquisition. The article highlights the necessity of student pilots’ motivation in learning English. The research sheds light on the underlying factors of motivation in learning aviation English. The concept “motivation” was analyzed in the article. The factors of influence on students’ motivation were grouped into three categories: how teacher’s activity influences the educational process; how students’ activity influences the educational process; how organization of the educational process influences quality of studying. The research focused on studying pilots’ motivation to learn aviation English. The participants of the experiment were 247 people, among them third- and fourth-year student pilots of the Flight Academy of the National Aviation University (Kropyvnytskyi, Ukraine), third- and fourth-year student pilots of the Kharkiv Air Force University named after I. M. Kozhedub (Kharkiv,Ukraine), flight instructors and pilots of aviation company “URGA” (Kropyvnytskyi, Ukraine). The reason behind this division was to test motivation, to define the key factors and motives of pilots’ motivation to learn aviation English at flight training institutions; to trace the dynamics of changes taking place in the training of students from the third to the fourth year of studying. Data were collected by giving student pilots open-ended questionnaires, which comprise 3 blocks of the underlying factors of motivation to learn aviation English. After that a statistical analysis was conducted which showed a variation in the results between the groups of respondents; it allowed to define a variety of factors influencing students’ motivation. Each factor was assessed on the 7-point evaluation scale. The number of points received for each factor was summed up and divided by the total number of respondents. The interpretation of received results has been presented in the paper.

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Similarity of Personalities of Flight Instructors and Student-Pilots: Effect on Flight Training Time

Psychological Reports ◽

10.2466/pr0.1985.57.2.465 ◽

1985 ◽

Vol 57 (2) ◽

pp. 465-466 ◽

Cited By ~ 5

Author(s):

Ronald A. Kreienkamp ◽

H. Duane Luessenheide

Keyword(s):

Significant Relationship ◽

Flight Training ◽

Male Students ◽

Myers Briggs Type Indicator ◽

Difference Scores ◽

Training Time ◽

Student Pilots ◽

Type Indicator ◽

Wide Range ◽

Flight Instructors

This study assessed whether similarities or differences in personality between student pilots and their flight instructors at least partially account for the wide range of flying hours required to obtain a pilot's certificate. A significant relationship was noted between difference scores for male students and instructors, as measured on the Myers-Briggs Type Indicator and student-pilots' flying time.

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A Serial Reaction Time Task for Rats: Individual Differences in Sequence Encoding

PsycEXTRA Dataset ◽

10.1037/e603992013-111 ◽

2006 ◽

Author(s):

Stephen B. Fountain ◽

Amber M. Chenoweth

Keyword(s):

Individual Differences ◽

Reaction Time ◽

Reaction Time Task ◽

Serial Reaction Time Task ◽

Serial Reaction Time ◽

Time Task ◽

Serial Reaction ◽

Sequence Encoding

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Supplemental Material for Development and Preliminary Validation of the Constructive and Unconstructive Worry Questionnaire: A Measure of Individual Differences in Constructive Versus Unconstructive Worry

Psychological Assessment ◽

10.1037/pas0000266.supp ◽

2015 ◽

Keyword(s):

Individual Differences ◽

Preliminary Validation

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The Affiliative Role of Empathy in Everyday Interpersonal Interactions

10.31234/osf.io/whc43 ◽

2019 ◽

Author(s):

Whitney R. Ringwald ◽

Aidan G.C. Wright

Keyword(s):

Individual Differences ◽

Structural Equation ◽

Community Sample ◽

Empirical Support ◽

Interpersonal Behavior ◽

Equation Modeling ◽

Experimental Conditions ◽

Student Sample ◽

Ecological Momentary

Empathy theoretically serves an affiliative interpersonal function by satisfying motives for intimacy and union with others. Accordingly, empathy is expected to vary depending on the situation. Inconsistent empirical support for empathy’s affiliative role may be due to methodology focused on individual differences in empathy or differences between controlled experimental conditions, which fail to capture its dynamic and interpersonal nature. To address these shortcomings, we used ecological momentary assessment to establish typical patterns of empathy across everyday interactions. Associations among empathy, affect, and interpersonal behavior of self and interaction partner were examined in a student sample (N=330), then replicated in a pre-registered community sample (N=279). Multi-level structural equation modeling was used to distinguish individual differences in empathy from interaction-level effects. Results show people are more empathetic during positively-valanced interactions with others perceived as warm and when expressing warmth. By confirming the typically affiliative role of empathy, existing research to the contrary can be best understood as exceptions to the norm.

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ACTIVITY APPROACH AS A PRACTICE-ORIENTED BASIS FOR THE FORMATION OF PROFESSIONAL QUALITIES OF CADETS OF AVIATION NAVIGATORS

Современная высшая школа инновационный аспект ◽

10.7442/2071-9620-2021-13-3-126-136 ◽

2021 ◽

pp. 126-136

Author(s):

S.A. Seliverstov ◽

Keyword(s):

Educational Process ◽

Point Of View ◽

Flight Training ◽

Professional Activity ◽

Military Aviation ◽

Flight Instructors ◽

Personal Qualities ◽

Main Components ◽

The Relationship ◽

Goals And Objectives

The article discusses the issue of the formation of professionally important qualities (PIQ) in future military aviation navigators in the educational environment of a military university. The goal is to substantiate the activity approach as a practice-oriented basis for the formation of professional qualities in cadets-navigators. A review and analysis of scientific research, publications is carried out, allowing to discover the significance of the activity approach as a methodological direction of research. The methodological basis of the research is the provisions of the activity approach, which are used as the basis for the development and formation of the PIQ among cadets-navigators in the process of a practice-oriented educational process. The description of the results is associated with the characteristics of the content and organization of the professional activity of cadets-navigators in the process of implementation of industrial practice in the form of flight training. Using the activity approach, the main components of the activities of flight instructors, teachers and cadets-navigators are considered, from a unified methodological point of view, and thus the nature of their interaction is revealed. Emphasis have been determined that need to be paid attention to in the course of pedagogical activity on the formation of professional qualities among cadets-navigators. A definition is given and pedagogical technologies are proposed for the formation of professional experience and professional qualities in a future specialist in the context of a practice-oriented pedagogical process. The relationship between the experience gained by the trainee in the practice-oriented pedagogical process and the formation of professionally important personality traits of a specialist is considered. The main goals and objectives for the formation of the necessary professional qualities of cadetsnavigators during flight training have been determined. At the entrance of each stage of flight training, technologies are determined aimed at rational and purposeful impact on the student in order to develop competencies and personal qualities. Recommendations are offered to teachers and instructors to improve the efficiency of development and formation among cadets-navigators of the PIQ.

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