Display Principles, Control Dynamics, and Environmental Factors in Pilot Training and Transfer

Abstract

Sixty-four flight-naive men were tested in a fractional factorial, quasi-transfer experiment to examine the effects of four display factors, one control response factor, and one environmental factor on acquisition and transfer of aircraft landing skills. An additional 12 trainees served as experimental controls. Transfer was measured from each of 64 experimental training conditions to a criterion condition with a conventional inside-out pictorial contact display, normal simulator control dynamics, and a 5-knot crosswind. Transfer was better following training with pictorial displays than with symbolic displays, and with normal rather than reduced bank control order. Interactions of crosswind with predictive augmentation and with bank control order showed that for some conditions, transfer benefited from training with predictive augmentation and from training without crosswind.

Learning System Dynamics: Transfer of Training in a Helicopter Hover Simulator

“…It is well-known that if several instructors are involved, variations can exist in students' flight performance depending on the instructor. 13,14 To prevent this type of effect, all participants were supervised by the same instructor. The performances (P time , P lateral , P roll ) were computed after each block.…”

Research Prospectus for the Simulator Training Research Advanced Testbed for Aviation

“…This philosophy persists in spite of evidence that in order to be training-effective, simulators do not necessarily have to resemble closely an actual operational aircraft (Caro, Corey, Spears and Blaiwes, 1984;Lintern, 1991;Lintern, Roscoe and Sivier, 1990;and Wightman and Sistrunk, 1987).…”

Effects of Peripheral Visual Cues in Simulator-Based Training of Multimodal Control Skills

“…However, given the cost and effort involved with "true" transfer-of-training studies, the majority of experimental work in fact focuses on quasi-transfer-of-training experiments, where the evaluation setting is not true reality but a more realistic simulation environment. 2 The learning of skill-based manual control is characterized by the development of low-level automated responses to continuous environmental feedback signals, 3 and the extent to which trained behavior transfers to a different environment is mainly defined by the environmental dependency of the applied skills. 4,5 Multiple transfer-of-training experiments were performed to understand what are the effects of different types of simulator cues on humans' learning of control behavior and how these cues affect skill transfer.…”