No abstract

The field of naturalistic decision making (NDM) assumes a "cold" cognitive model in that nonemotional, valence-neutral cues and information are predicted to influence decision making in identifiable ways. Judgment and decision-making research over the past 10 to 15 years, however, has greatly enhanced knowledge of the ways in which affect that is present at the time of decision making influences how people make decisions-specifically, how they process information, how they respond to risk, and which outcomes they prefer. The purpose of this article is to review relevant aspects of the literature on affect and decision making and to present the argument that NDM researchers need to be cognizant of the potential impact of affect on decision processes to adequately describe and predict expert decision making.

We examined the influence of age and expertise on pilot decision making. Older and younger expert and novice pilots read at their own pace scenarios describing simpler or more complex flight situations. Then in a standard interview they discussed the scenario problem and how they would respond. Protocols were coded for identification of problem and solutions to this problem, and frequency of elaborations on problem and solution. Scenario comprehension was measured as differential reading time allocation to problem-critical information and scenario memory by the accuracy of answering questions about the scenarios after the interview. All groups accurately identified the problems, but experts elaborated problem descriptions more than novices did. Experts also spent more time reading critical information in the complex scenarios, which may reflect time needed to develop elaborate situation models of the problems. Expertise comprehension benefits were similar for older and younger pilots. Older experts were especially likely to elaborate the problem compared to younger experts, while older novices were less likely to elaborate the problem and to identify appropriate solutions compared to their younger counterparts. The findings suggest age invariance in knowledge-based comprehension relevant to pilot decision making.

This research investigates the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group of subjects were given both text and dictionary entries. Subjects used each target word in an English sentence and then translated their sentences into German. The translations showed whether students had understood the meaning of a target word and permitted the specification of comprehension strategies. Subjects who had received text and dictionary entries tended to favor the dictionary and thus performed no better than students in the other experimental groups. Subjects learning words from context replaced unfamiliar words with familiar words conforming to contextual constraints. Subjects in the dictionary group commonly substituted a relevant part of the definition for the headword. Lexical errors occurred for different reasons: substitutions in the dictionary condition were unconstrained by context; substitutions in the text condition were not sufficiently constrained by context. The study shows that information about the contexts in which words are used is crucial for acquiring an adequate understanding of word meanings.1

This paper describes an effort to understand the nature of decision tasks in the cockpit, their underlying cognitive requirements, the types of errors associated with each, and how crews can best be trained or aided. A scheme based on cue clarity and response availability was used to identify the cognitive requirements associated with classes of decision situations and to predict types of errors. Data from flight crews in full-mission simulators and from NTSB accident reports were analyzed to validate the analytical scheme.