Compilation of Cognitive and Personality Norms for Military Aviators

Abstract

Use of these tables, in addition to, or in lieu of, commercially published norms, will prove helpful when clinical psychologists perform assessments on pilots; in particular when evaluating them for return-to-duty status following a disqualifying condition that may have affected cognitive functioning or emotional stability. Carretta TR, King RE, Ree MJ, Teachout MS, Barto E. Compilation of cognitive and personality norms for military aviators. Aerosp Med Hum Perform. 2016; 87(9):764-771.

Predictive Validity of the Air Force Officer Qualifying Test (AFOQT) for Pilot Performance

“…Given the stringent, multimethod process of pilot selection in USAF (Carretta, 2000), range restriction, in particular, may have the greatest effect on the correlations. For instance, Carretta, King, et al (2016) found mean IQ scores of USAF pilot trainees to be approximately 1.33 SD above the normative mean of 100 on the Multidimensional Aptitude Battery (MAB-II). Besides the typical scholastic aptitude tests (e.g., SAT or ACT), USAF selectees have to meet minimum requirements on selection test batteries such as the AFOQT and TBAS (Carretta, 2011).…”

“…Exploratory and confirmatory factor analyses of AFOQT data suggest a five-factor model underlaying its structure, tapping five broad abilities: verbal, quantitative, spatial, perceptual speed, and aircrew aptitude and knowledge (Carretta & Ree, 1996;Skinner & Ree, 1987). Even with the reduction of AFOQT in Form S and T, the suggested five-factor model was still found to be plausible and fit AFOQT data adequately (Carretta, King, Ree, Teachout, & Barto, 2016;Drasgow et al, 2010). Grouped by the suggested five-factor model, Table 1 depicts a comparison between the AFOQT subtest composition in the most recent Forms (Q, S, and T).…”

Multiple test batteries as predictors for pilot performance: A meta‐analytic investigation

“…As described by Carretta (), the USAF pilot qualification standards typically include medical fitness, anthropometric standards, educational achievement (e.g., college grade point average, major), aptitude test scores, and successful performance in a flight screening program. Carretta, King, Ree, Teachout, and Barto () found that test scores for the USAF pilot trainees were severely range restricted compared to the normative distribution, with mean IQ scores on the Multidimensional Aptitude Battery (MAB‐II) about 1.33 SD above the normative mean of 100, and variances of the scores much less than of normative values (ranging from 18% to 54%). Conversely, some civilian aviation programs' requirements are mainly related to educational and experience background (e.g., high school grade point average, SAT/ACT scores for college admission, and previous flying experience), and are unique to a particular degree‐granting institution or airline (e.g., Fanjoy, ; Smith et al, ).…”

EEG Theta Power Activity Reflects Workload among Army Combat Drivers: An Experimental Study

“…For example, several studies have reported that the theta EEG power spectrum increased with an increased driving complexity [32,34,52], whereas a more recent study found the opposite result [53]. Overall, these results obtained from research involving non-military personnel might not be strictly applicable to the military [14,54,55]. Therefore, there is a need to better understand how mental workload affects warfighters' psychophysiological indices as well as their driving performance [56].…”