This paper describes a cognitive task analysis performed within an integrated framework to analyze knowledge structures, mental models, skills, and strategies of the en route controllers to provide an understanding of the key cognitive components of the controller's job. Seven different procedures were used to collect cognitive data, and this presentation concentrates on the results of three of those procedures as they contributed to an understanding of controller expertise. The procedures under discussion include performance modeling, structured problem solving, and paper problem solving. The performance modeling resulted in the identification of twelve primary tasks and a mental model made up of eight panels that underlie expert controller's organization of domain knowledge. The structured problem solving involved protocol analysis that resulted in the identification of three categories of controller strategies, and the paper problem solving resulted in a hierarchy of goals and a set of methods used by experts to achieve those goals. These results were integrated into a model of the expert controller that will be used to specify the instructional content and sequencing for the new curriculum.

This paper describes the task analysis procedures and data obtained to support development of a part-task trainer for a CBI military training system (as well as various training aids and recommendations), and the trainer design and evaluation. This was part of a two-year R&D program which was unique in that the trainer was designed based upon data derived from an integrated task analysis methodology which incorporated both cognitive and behavioral methods. Because the task to be trained, electronic warfare, is an area with a complex conceptual base and heavy decision-making components, the task analysis was primarily cognitive. The task analysis provided information about expert versus novice mental models, and effective heuristics and algorithms for problem solving.The application of new technologies in the armed forces has created new demands on personnel to perform in situations which test the range of human tolerances and capabilities. Complex systems require individuals to exercise and develop skills which extend beyond simple psychomotor routines. Many of the skills required by military personnel today are primarily cognitive in nature.Increases in the sophistication and capabilities of modern combat aircraft, for instance, require pilots and aircrews to develop knowledge and skills for numerous complex tasks.These factors require new approaches to training and task analysis to support training design. Advances in cognitive science provide new ways of understanding learning and skill development that are more appropriate for characterizing complex cognitive tasks, so that better training programs and systems can be developed.The overall objective of this R&D effort was to suggest improved methods for developing aircrew training programs based on recent research on human cognition. The effort consisted of three primary products: The first was the development of an integrated task analysis methodology, the second was a task analysis of electronic warfare training, and the third was part-task trainer courseware developed using data provided by the task analysis. Each will be discussed in turn.Integrated Task analysis Methodolom (ITAM)

Many training projects seek to obtain the maximum return from investment in computer based training (CBT) by adapting the training materials to all potential trainees in diverse nations and settings. Lesson prototyping, especially modeling of the interactivity between the trainee and the program, provides a means to confirm the effectiveness of the program before investments are made in preparing multi-cultural presentation materials. The interactivity model enables program designers to gather data on trainee interaction at the earliest possible stage of development. Data collected from trainee and expert interaction with the interactivity model is used to modify the structure of the presentation and insure that all training requirements have been addressed. Data collection from an interactivity model is particularly valuable in determining assistance requirements and cultural factors in the program structure early in the development process. This methodology may help to reduce overall training development costs and lead time.