Expertise and Age Differences in Pilot Decision Making

Memory at the Sharp End: The Costs of Remembering With Others in Forensic Contexts

In many applied contexts where accurate and reliable information informs operational decision-making, emergency response resource allocation, efficient investigation, judicial process, and, ultimately, the delivery of justice, the costs of unfettered conversational remembering can be high. To date, research has demonstrated that conversations between co-witnesses in the immediate aftermath of witnessed events and co-witness retellings of witnessed events often impair both the quality and quantity of information reported subsequently. Given the largely negative impact of conversational remembering on the recall of both individual witnesses and groups of witnesses in this context, this review explores the reasons why these costs occur, the conditions under which costs are exacerbated, and how, in practical terms, the costs can be reduced in order to maximize the accuracy and completeness of witness accounts.

Effects of the Reread-Adapt and Answer-Comprehend and goal setting intervention on decoding and reading comprehension skills of young adults with intellectual disabilities

OBJECTIVE

Reread-Adapt and Answer-Comprehend (RAAC) + Goal Setting intervention is a reading intervention that addresses both oral reading fluency (ORF) and reading comprehension while supporting persistence and motivation for learners who struggle with reading.

METHOD

We delivered the RAAC + Goal Setting intervention to five young adult learners with intellectual disabilities (ID) in a postsecondary education setting. In the study, we investigated the effects of the intervention on generalization of reading skills to novel passages.

RESULTS

Utilizing a response-guided and randomized multiple-baseline across the participants' design, we failed to reject the null hypothesis of no treatment effects based on the computed p-value. Traditional visual analysis of the data also reached a similar conclusion, however, we found that two participants' decoding skills improved during the intervention.

CONCLUSIONS

We did not find a functional relation between the intervention and student reading performance.

Auditory and cognitive performance in elderly musicians and nonmusicians

Musicians represent a model for examining brain and behavioral plasticity in terms of cognitive and auditory profile, but few studies have investigated whether elderly musicians have better auditory and cognitive abilities than nonmusicians. The aim of the present study was to examine whether being a professional musician attenuates the normal age-related changes in hearing and cognition. Elderly musicians still active in their profession were compared with nonmusicians on auditory performance (absolute threshold, frequency intensity, duration and spectral shape discrimination, gap and sinusoidal amplitude-modulation detection), and on simple (short-term memory) and more complex and higher-order (working memory [WM] and visuospatial abilities) cognitive tasks. The sample consisted of adults at least 65 years of age. The results showed that older musicians had similar absolute thresholds but better supra-threshold discrimination abilities than nonmusicians in four of the six auditory tasks administered. They also had a better WM performance, and stronger visuospatial abilities than nonmusicians. No differences were found between the two groups' short-term memory. Frequency discrimination and gap detection for the auditory measures, and WM complex span tasks and one of the visuospatial tasks for the cognitive ones proved to be very good classifiers of the musicians. These findings suggest that life-long music training may be associated with enhanced auditory and cognitive performance, including complex cognitive skills, in advanced age. However, whether this music training represents a protective factor or not needs further investigation.

Commentary on Mata and von Helversen: Foraging Theory as a Paradigm Shift for Cognitive Aging

Mata and von Helversen's integrative review of adult age differences in search performance makes a good case that cognitive control may impact certain aspects of self-regulation of search. However, information foraging as a framework also offers an avenue to consider how adults of different ages adapt to age-related changes in cognition, such as in cognitive control.

Aging mind and brain: is implicit learning spared in healthy aging?

It is often held that although explicit learning declines in the course of normal aging, implicit learning is relatively preserved. Here we summarize research from our group which leads us to argue that some forms of implicit learning do decline with adult age. In particular, we propose that there are age-related declines in implicit learning of probabilistic sequential relationships that occur across the adult lifespan, and that they reflect, at least in part, age-related striatal dysfunction. We first review behavioral evidence supporting this age-related decline and then evidence from patient groups, genetics, and neuroimaging supporting this striatal dysfunction hypothesis.

Knowledge differentially supports memory for nutrition information in later life

We examined the extent to which prior knowledge about nutrition moderates age differences in remembering newly learned nutrition information. Younger and older adults with varying levels of knowledge read an article on fats and cholesterol and then completed a memory task. Participants responded to statements that were-or were not-presented in the text, which enabled us to examine memory accuracy overall as well as hits and memory errors. Results showed age differences were present in the low-knowledge group but not in the high-knowledge group. Findings illustrate the importance of knowledge for older adults' memory for health information.

The effects of print exposure on sentence processing and memory in older adults: Evidence for efficiency and reserve

The present study was an examination of how exposure to print affects sentence processing and memory in older readers. A sample of older adults (N = 139; Mean age = 72) completed a battery of cognitive and linguistic tests and read a series of sentences for recall. Word-by-word reading times were recorded and generalized linear mixed effects models were used to estimate components representing attentional allocation to word-level and textbase-level processes. Older adults with higher levels of print exposure showed greater efficiency in word-level processing and in the immediate instantiation of new concepts, but allocated more time to semantic integration at clause boundaries. While lower levels of working memory were associated with smaller wrap-up effects, individuals with higher levels of print exposure showed a reduced effect of working memory on sentence wrap-up. Importantly, print exposure was not only positively associated with sentence memory, but was also found to buffer the effects of working memory on sentence recall. These findings suggest that the increased efficiency of component reading processes that come with life-long habits of literacy buffer the effects of working memory decline on comprehension and contribute to maintaining skilled reading among older adults.

Judgment and Decision Making by Individuals and Teams: Issues, Models, and Applications

Consistent with technological advances, the role of the operator in many human factors domains has evolved from one characterized primarily by sensory and motor skills to one characterized primarily by cognitive skills and decision making. Decision making is a primary component in problem solving, human-automation interaction, response to alarms and warnings, and error mitigation. In this chapter we discuss decision making in terms of both front-end judgment processes (e.g., attending to and evaluating the significance of cues and information, formulating a diagnosis, or assessing the situation) and back-end decision processes (e.g., retrieving a course of action, weighing one's options, or mentally simulating a possible response). Two important metatheories—correspondence (empirical accuracy) and coherence (rationality and consistency)—provide ways to assess the goodness of each phase (e.g., Hammond, 1996, 2000; Mosier, 2009). We present several models of decision making, including Brunswik's lens model, naturalistic decision making, and decision ladders, and discuss them in terms of their point of focus and their primary strategies and goals. Next, we turn the discussion to layers in the decision context: individual variables, team decision making, technology, and organizational influences. Last, we focus on applications and lessons learned: investigating, enhancing, designing, and training for decision making. Drawing heavily on sources such as the Human Factors journal, we present recent human factors research exploring these issues, models, and applications.

Expertise differences in attentional strategies related to pilot decision making

OBJECTIVE

We investigated expertise differences in pilot decision making by examining a hypothesized attention-action link. During simulated flight we measured the accuracy and latency of more and less expert pilots' decision outcomes and used eye tracking to measure their attention. We also examined whether decision outcomes and attentional strategies were influenced by properties of the cues indicating problems.

BACKGROUND

Errors in decision making contribute to many accidents and incidents, especially among inexperienced pilots. Although much is known about decision errors in terms of their outcomes, less is known about the cognitive processes that underlie expert differences in aviation decision making.

METHOD

Fourteen more expert and 14 less expert pilots flew 16 flights in a simulator. Half of the flights contained a failure requiring diagnosis and action in response to the failure. Cues signaling the failures varied in how diagnostic and/or correlated they were.

RESULTS

The more expert pilots generally made better decisions in terms of speed and accuracy. Both groups made faster correct decisions when cues were high versus low in diagnosticity. Only the more expert pilots made faster correct decisions when cues were correlated. More attention was allocated to relevant cues (measured by percentage dwell time on areas of interest) when a failure was present, primarily among expert pilots. Moreover, the amount of attention to cues was associated with decision accuracy.

CONCLUSION

The findings support the link between greater attention and more effective decision making.

APPLICATION

The expert advantage in attention underlying decision outcomes may provide targets for improving pilot training.