Nadine Matton

The ambiguous utility of psychometrics for the interpretative foundation of socially relevant avatars

The persisting debates that measurement in psychology elicits can be explained by the conflict between two aspiration types. One, the epistemologic aspiration, resting on the search for scientific truth, and two, the social aspiration, resting on the demonstration of a capacity to contribute to psychological assessment problems in particular. Psychometrics answer essentially to psychology’s demand for social utility, leading to the quasi-exclusive attribution of importance to quantitative interpretation. For psychology to be considered an empirical science, it has to establish its capacity for the measurement of psychological phenomena, even if this means that it recognizes that these phenomena are essentially qualitative.

Test-Specificity of the Advantage of Retaking Cognitive Ability Tests

In selection settings, when people retake the same cognitive ability tests, scores are generally positively biased. Our approach aimed to test whether these previous exposure effects are test-specific or transferable to other tests. We compared the differences between scores for first-time test takers and retakers for 2 kinds of material: old tests, known only to the retakers, and new tests, unknown to both groups. The current study used data collected during 2 sessions S and S+1 of a selection process for entry into the French national air transport pilot training system, with at least 500 first-time test takers and 130 retakers in each session. For Session S, on average, retakers scored higher on the old tests, but not on the new tests. Moreover, the material that was new to retakers at Session S was old at Session S+1, and the finding for old tests could be replicated at Session S+1. The finding that the acquired skills that led to higher scores on old tests were only test-specific is discussed.

Mental workload and neural efficiency quantified in the prefrontal cortex using fNIRS

An improved understanding of how the brain allocates mental resources as a function of task difficulty is critical for enhancing human performance. Functional near infrared spectroscopy (fNIRS) is a field-deployable optical brain monitoring technology that provides a direct measure of cerebral blood flow in response to cognitive activity. We found that fNIRS was sensitive to variations in task difficulty in both real-life (flight simulator) and laboratory settings (tests measuring executive functions), showing increased concentration of oxygenated hemoglobin (HbO2) and decreased concentration of deoxygenated hemoglobin (HHb) in the prefrontal cortex as the tasks became more complex. Intensity of prefrontal activation (HbO2 concentration) was not clearly correlated to task performance. Rather, activation intensity shed insight on the level of mental effort, i.e., how hard an individual was working to accomplish a task. When combined with performance, fNIRS provided an estimate of the participants’ neural efficiency, and this efficiency was consistent across levels of difficulty of the same task. Overall, our data support the suitability of fNIRS to assess the mental effort related to human operations and represents a promising tool for the measurement of neural efficiency in other contexts such as training programs or the clinical setting.

Using theta and alpha band power to assess cognitive workload in multitasking environments

Cognitive workload is of central importance in the fields of human factors and ergonomics. A reliable measurement of cognitive workload could allow for improvements in human machine interface designs and increase safety in several domains. At present, numerous studies have used electroencephalography (EEG) to assess cognitive workload, reporting the rise in cognitive workload to be associated with increases in theta band power and decreases in alpha band power. However, results have been inconsistent with some failing to reach the required level of significance. We hypothesized that the lack of consistency could be related to individual differences in task performance and/or to the small sample sizes in most EEG studies. In the present study we used EEG to assess the increase in cognitive workload occurring in a multitasking environment while taking into account differences in performance. Twenty participants completed a task commonly used in airline pilot recruitment, which included an increasing number of concurrent sub-tasks to be processed from one to four. Subjective ratings, performances scores, pupil size and EEG signals were recorded. Results showed that increases in EEG alpha and theta band power reflected increases in the involvement of cognitive resources for the completion of one to three subtasks in a multitasking environment. These values reached a ceiling when performances dropped. Consistent differences in levels of alpha and theta band power were associated to levels of task performance: highest performance was related to lowest band power.

Differences in Multitask Resource Reallocation After Change in Task Values.

Objective The objective was to characterize multitask resource reallocation strategies when managing subtasks with various assigned values. Background When solving a resource conflict in multitasking, Salvucci and Taatgen predict a globally rational strategy will be followed that favors the most urgent subtask and optimizes global performance. However, Katidioti and Taatgen identified a locally rational strategy that optimizes only a subcomponent of the whole task, leading to detrimental consequences on global performance. Moreover, the question remains open whether expertise would have an impact on the choice of the strategy. Method We adopted a multitask environment used for pilot selection with a change in emphasis on two out of four subtasks while all subtasks had to be maintained over a minimum performance. A laboratory eye-tracking study contrasted 20 recently selected pilot students considered as experienced with this task and 15 university students considered as novices. Results When two subtasks were emphasized, novices focused their resources particularly on one high-value subtask and failed to prevent both low-value subtasks falling below minimum performance. On the contrary, experienced people delayed the processing of one low-value subtask but managed to optimize global performance. Conclusion In a multitasking environment where some subtasks are emphasized, novices follow a locally rational strategy whereas experienced participants follow a globally rational strategy. Application During complex training, trainees are only able to adjust their resource allocation strategy to subtask emphasis changes once they are familiar with the multitasking environment.

Author Correction: Mental workload and neural efficiency quantified in the prefrontal cortex using fNIRS

A correction to this article has been published and is linked from the HTML and PDF versions of this paper. The error has not been fixed in the paper.

Cardiovascular correlates of emotional state, cognitive workload and time-on-task effect during a realistic flight simulation

In aviation, emotion and cognitive workload can considerably increase the probability of human error. An accurate online physiological monitoring of pilots mental state could prevent accidents. The heart rate (HR) and heart rate variability (HRV) of 21 private pilots were analysed during two realistic flight simulator scenarios. Emotion was manipulated by a social stressor and cognitive workload with the difficulty of a secondary task. Our results confirmed the sensitivity of the HR to cognitive demand and training effects, with increased HR when the task was more difficult and decreased HR with training (time-on-task). Training was also associated with an increased HRV, with increased values along the flight scenario time course. Finally, the social stressor seemed to provoke an emotional reaction that enhanced motivation and performance on the secondary task. However, this was not reflected by the cardiovascular activity.

Visualizing complexities: the human limits of air traffic control

Air traffic management is organized into filters in order to prevent tactical controllers from dealing with complex conflicting situations. In this article, we describe an experiment showing that a dynamic conflict display could improve human performance on complex conflict situations. Specifically, we designed a display tool that represents the conflicting portions of aircraft trajectories and the evolution of the conflict zone when the user adds a maneuver to an aircraft. The tool allows the user to dynamically check the potential conflicting zones with the computer mouse before making a maneuver decision. We tested its utility on a population of forty students: twenty air traffic controller (ATC) students at the end of their initial training and twenty engineering students with the same background but no ATC training. They had to solve conflicts involving 2–5 aircraft with a basic display and with the dynamic visualization tool. Results show that in easy situations (2 aircraft), performance is similar with both displays. However, as the complexity of the situations grows (from 3 to 5 aircraft), the dynamic visualization tool enables users to solve the conflicts more efficiently. Using the tool leads to fewer unsolved conflicts and shorter delays. No significant differences are found between the two test groups except for delays: ATC students give maneuvers that generate less delays than engineering students. These results suggest that humans are better able to manage complex situations with the help of our conflict visualization tool.

Learning flight procedures by enacting and receiving feedback

Learning flight procedures is part of any pilot training. The conventional learning method consists in learning and practicing the procedure written on a sheet of paper along with printed images of the cockpit. The purpose of the present paper was to test the efficiency of a tactile interactive multimedia training tool designed to foster the self-regulated learning of flight procedures, especially through enacting relevant gestures and providing feedback. Results showed that learning with this tool did not lead to significant shorter learning times than with the conventional learning. However, on a delayed retention test in a real A320 cockpit simulator, learners of the experimental group performed the procedure more rapidly than those of the control group. Results suggested that a training tool that incites learners to perform similar gestures than those in the real environment and that provides feedback, helped learners to transform declarative into procedural knowledge.