No abstract

Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. The military is focusing a great deal of effort on developing virtual world technologies that will allow training combat skills in flight simulators. Considerably less attention is being directed toward documenting the effectiveness of such training. In this article, we review Air Force and Navy efforts to evaluate the effectiveness of training the combat skills necessary for attack and fighter aircraft in flight simulators. The majority of these efforts indicate that simulation can be a valuable complement to the aircraft. Unfortunately, this conclusion is based primarily on opinion data from experienced aviators. REPORT DATEThere are very few transfer of training experiments, and those experiments have examined only a limited set of combat tasks. We also describe the typical paradigms used to conduct training evaluations and outline a multistep evaluation program for determining training effectiveness.

Four experiments investigated the role of pattern goodness in backward masking using five- and four-dot patterns constructed by placing dots in the cells of a 3 x 3 matrix. In Experiment 1, subjects rated the goodness of these patterns and the results replicated previous work showing that good patterns had few alternatives. In Experiment 2, the dot patterns were the target stimuli in a backward masking task using a variety of masking stimuli. For all masking, good patterns were reproduced more accurately than poor patterns. In Experiment 3, the goodness of the masking stimulus was varied. The results indicated that good patterns were reproduced more accurately (replicating Experiment 2) and that good patterns were less effective as stimulus than were poor patterns. In Experiment 4, a long interstimulus interval which precluded masking was used to determine whether goodness affected encoding or memory. At these intervals, there were no differences among patterns, suggesting that the effect of pattern goodness was on rate of encoding. These results demonstrate the importance of configural properties in pattern perception.

Is the perception of velocity determined by the prior discrimination of spatial and temporal distances? Two experiments sought to answer this question by comparing the discriminabilities of moving stimuli varied in spatial extent, temporal duration, or in redundant combinations of both variables. The subject's task was to identify which of two alternative stimuli was presented on each trial. A set of four stimuli was constructed from two values of spatial extent and two values of temporal duration. Separate conditions required discrimination of each of the six possible pairs of these stimuli. Experiment 1 examined continuous motion and Experiment 2 examined apparent motion for stimuli with short (50 versus 65 msec) and with long (500 versus 650 msec) interstimulus intervals. With continuous motion and with good apparent motion (short intervals), the discrimination between the different-velocity bivariate pairs was too accurate to be attributed only to discriminations of the spatial and temporal extents of the motion. This did not occur with poor apparent motion. Evidently, time and space are perceptually related.

Implicit learning involves the largely unconscious learning of dynamic statistical patterns and features, which leads to the development of tacit knowledge. This kind of learning is a ubiquitous, robust phenomenon that likely occurs in most, if not all, tasks in which individuals engage throughout their lives. In this paper, we argue that implicit learning and its end state, tacit knowledge, may assist in the acquisition, retention, and transfer of expertise and thus provide a form of tacit scaffolding for expertise development. The notion of tacit scaffolding represents a novel and interesting area of future research for the field of naturalistic decision making and naturalistic cognition.