Gender Differences and Cognitive Abilities in the Transfer of Training of Basic Flying Skills

1982 ◽  
Vol 26 (7) ◽  
pp. 602-604
Author(s):  
Thomas M. McCloy ◽  
John F. Swiney
Keyword(s):  
Gender Differences ◽  
Air Force ◽  
Cognitive Abilities ◽  
Transfer Of Training ◽  
Cognitive Factors ◽  
Air Force Academy ◽  
Cognitive Measures ◽  
Males And Females ◽  
One Year

Eighteen Air Force Academy cadets, ten males and eight females, participated in an experiment designed to investigate gender differences in the retention of basic flying skills, and the transfer of training between several basic instrument maneuvers. Additionally, the utility of several cognitive factors in predicting flying performance was investigated. The results indicated that males and females maintain basic instrument flying skills approximately equally well over an intervening period as long as one year. Additionally, gender differences in transfer of training may result from different abilities required by the specific maneuvers as opposed to failure to transfer previously learned skills. Finally, certain cognitive measures exhibit definite utility in predicting flying performance.

Sex Differences in the Transfer of Training of Basic Flight Skills

1981 ◽  
Vol 25 (1) ◽  
pp. 654-656 ◽  
Author(s):  
Thomas M. Mccloy ◽  
Jefferson M. Koonce
Keyword(s):  
Gender Differences ◽  
Air Force ◽  
Transfer Of Training ◽  
Transfer Task ◽  
Similar Type ◽  
Air Force Academy ◽  
Left Turn ◽  
Differential Exposure ◽  
Males And Females ◽  
Previous Training

Twenty-four Air Force Academy cadets participated in an experiment designed to investigate gender differences in the transfer of training between various basic instrument maneuvers. Half the subjects, six males and six females, first flew a climb, cruise, descend profile and then flew a transfer task profile of right turn, cruise, left turn. The remaining subjects, six males and six females, flew the profiles in the reverse order. The results indicate that gender differences in performance of basic flying skills are probably due to previous differential exposure to similar type tasks. Males and females transferred previous training equally well to more difficult basic instrument maneuvers.

Gender and Cognitive Abilities in the Acquisition and Transfer of Basic Flying Skills - Another Look

1983 ◽  
Vol 27 (1) ◽  
pp. 6-8
Author(s):  
Thomas M. McCloy ◽  
Frank R. Wood ◽  
Michael N. Stollings
Keyword(s):  
Gender Differences ◽  
Air Force ◽  
Cognitive Abilities ◽  
Psychomotor Performance ◽  
Spatial Relations ◽  
Air Force Academy ◽  
Males And Females ◽  
The Relationship

Thirty Air Force Academy cadets, 15 males and 15 females, participated in an experiment designed to investigate the relationship between certain cognitive abilities, gender and the acquisition and transfer of basic flying skills. Subjects were classified into low, medium and high groups based on their scores on tests measuring spatial relations and visualization. Males and females were matched within the groups. Results suggest classification removes previous apparent gender differences in psychomotor performance.

scholarly journals Sex Hormones as Cognitive Enhancers?

2019 ◽  
Vol 4 (2) ◽  
pp. 228-233 ◽  
Author(s):  
Francisco Núñez ◽  
María J. Maraver ◽  
Lorenza S. Colzato
Keyword(s):  
Gender Differences ◽  
Sex Hormones ◽  
Cognitive Abilities ◽  
Neural Substrates ◽  
Cognitive Enhancers ◽  
Verbal Skills ◽  
Males And Females ◽  
Visuospatial Tasks ◽  
Insight Into ◽  
Opinion Article

AbstractUnderstanding the differences in the way women and men think has made headway thanks to experiments showing how sex hormones influence cognitive capacities. Masculine and feminine sex hormones (androgens and estrogens, respectively) affect cognition in different ways and may account for some of the gender differences in cognitive abilities, allowing men and women to perform better in certain cognitive tests. In this opinion article, we discuss studies addressing differences in cognitive functions between males and females and the underlying neural substrates, as well as the effects of sex hormone supplementation. Even though some studies on patients receiving exogenous sex hormones showed gender differences that emerge at group levels on a few cognitive tasks, it is not yet clear whether these differences can be partially attributed to hormonal causes. Supplementation of female estrogen can enhance verbal skills, whereas masculine androgen can increase performance in mathematical and visuospatial tasks. Studies of the administration of exogenous sex hormones have allowed further insight into the use of sex hormones as possible cognitive enhancers.

Cognitive Styles and the Acquisition of a Complex Aerial Maneuver

1980 ◽  
Vol 24 (1) ◽  
pp. 578-580
Author(s):  
Jefferson M. Koonce ◽  
Thomas M. McCloy
Keyword(s):  
Air Force ◽  
Previous Experiment ◽  
Cognitive Styles ◽  
Cognitive Factors ◽  
Flight Simulator ◽  
Regression Equations ◽  
Air Force Academy ◽  
Predictive Capability ◽  
Relationship Of ◽  
The Relationship

Approximately equal number of male (45) and female (43) Air Force Academy cadets learned a complex aerial maneuver (chandelle) on a desk-top flight simulator. These cadets had participated in a previous experiment (Koonce & Berry, 1980) where they were given a battery of tests which tapped several cognitive and perceptual-motor areas. Of special interest in the present study was the relationship of the various congitive factors to the rate of acquisition of the complex aerial maneuver. Prior to the introduction of the complex maneuver all subjects were trained to criterion level on four basic instrument flight maneuvers (Koonce & McCley, 1980). Then they learned how to fly the complex maneuver with the number of trials required to reach criterion performance as the dependent variable. Results indicated cognitive factors were very significant in predicting complex maneuver performance. Additionally, individually tailoring the regression equations by sex as opposed to utilizing a general overall regression equation greatly enhanced predictive capability.

scholarly journals Prolonged concussion effects: Constellations of cognitive deficits detected up to year after injury

2021 ◽  
Vol 5 ◽  
pp. 205970022110065
Author(s):  
Daniel D Leeds ◽  
Annie Nguyen ◽  
Christopher D’Lauro ◽  
Jonathan C Jackson ◽  
Brian R Johnson
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Testing ◽  
Support Vector ◽  
Cognitive Measures ◽  
Post Injury ◽  
The Past ◽  
Neurocognitive Assessment ◽  
Non Linear ◽  
One Year ◽  
The One

Concussions are associated with an array of physical, emotional, cognitive, and sleep symptoms at multiple timescales. Cognitive recovery occurs relatively quickly – five-to-seven days on average. Yet, recent evidence suggests that some neurophysiological changes can be identified one year after a concussion. To that end, we examine more nuanced patterns in cognitive tests to determine whether cognitive abilities could identify a concussion within one-year post injury. A radial-basis (non-linear boundary) support vector machine classifier was trained to use cognitive performance measures to distinguish participants with no prior concussion from participants with prior concussion in the past year. After incorporating only 10 cognitive measures, or all 5 composite measures from the neurocognitive assessment (Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT)), over 90% accuracy was achieved in identifying both participants without prior concussions and participants with concussions in the past year, particularly when relying on non-linear patterns. Notably, classification accuracy stayed relatively constant between participants who had a concussion early or late in the one-year window. Thus, with substantial accuracy, a prior concussion can be identified using a non-linear combination of cognitive measures. Cognitive effects from concussion linger one-year post-injury, indicating the importance of continuing to follow concussion patients for many months after recovery and to take special note of constellations of cognitive abilities.

Grieving Pet Death: Normative, Gender, and Attachment Issues

2003 ◽  
Vol 47 (4) ◽  
pp. 385-393 ◽  
Author(s):  
Thomas A. Wrobel ◽  
Amanda L. Dye
Keyword(s):  
Gender Differences ◽  
Pet Attachment ◽  
Clinical Concern ◽  
Pet Loss ◽  
Males And Females ◽  
One Year ◽  
Potential Area

Grief over the loss of a pet was investigated to clarify the usual course of symptoms experienced, gender differences in the experience, and the role of attachment to the pet. The sample included 174 adults who had lost a pet dog or cat to death. Participants were administered a modified CENSHARE Pet Attachment Survey (Holcomb, Williams, & Richards, 1985) and a survey of symptoms experienced. Results indicate that initially 85.7% of owners experienced at least one symptom of grief, but the occurrence decreased to 35.1% at six months and to 22.4% at one year. Males and females reported significantly different rates on six of 12 symptoms surveyed. The severity and length of symptoms is significantly correlated with the degree of attachment to the deceased pet. These findings indicate that pet loss can be a potential area of clinical concern, especially if the person's attachment to the pet was strong.

Authors Offer Counterpoints but Field Lacks Proof That Sociopolitical Variables Cause Gender Differences in Cognition

1999 ◽  
Vol 5 (4) ◽  
pp. 370-371
Author(s):  
Jeannette McGlone
Keyword(s):  
Gender Differences ◽  
Cognitive Abilities ◽  
Empirical Support ◽  
Cognitive Differences ◽  
Mathematical Abilities ◽  
The Past ◽  
Research Designs ◽  
Males And Females ◽  
Media Hype ◽  
Training Expectations

Within the first pages, the authors focus their scholarly energies on verbal, spatial, and mathematical abilities because, we are told, researchers typically have searched for individual differences within such test domains. All four authors provide highly readable 30-page chapters, each taking a variation on the same perspective, i.e., that whatever cognitive differences you thought had been demonstrated between males and females should not be considered biological because (1) cognitive abilities cannot be defined; (2) narrative and meta-analytical reviews have serious limitations as did the research designs of the original studies, and (3) experience, training, expectations, attitudes, preferences, power, status, and domination can influence scores on tests. Knowing the premise in advance sets the reader looking for tight logic and empirical support in favor of the sociopolitical model. Over the past 20 years we all have been subjected to media hype surrounding any claim of biological explanations for sex differences in cognition.

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