Simulation technology and the fixation phase.

Abstract

Continuing advances in simulator technology have produced almost totally real instrument and aural cue systems, and a number of specialized G-cuing systems are rapidly being matched to the sensory capabilities and needs of flight crews. Intensive research in visual cuing is providing more and more realistic visual scenes and, in general, flight simulators are becoming more real, more complex, and more expensive. It is suggested that Fitts' "fixation" phase of skill acquisition does not require a flight environment, or even a reproduction of the flight environment, for effective learning and transfer. While similarity between training and operational environments appears to be essential for transfer of training to take place, the concept of similarity may not include the total complex of stimuli available in flight as perceived by the instructor or the simulator designer, but may include only the stimuli perceived by the student as he observes, practices, and validates specific tasks within the period of response fixation. It is suggested that special attention be given to the task information required and the learning functions involved in the fixation phase of skill learning.