Group Warfighting Task Analysis

Report analyzes the lowest level warfighting tasks from the Army publication Blueprint of the Battlefield, to determine how the successful performance of a specific task might be affected by terrain and features of a simulated battlefield

The Effect of Differing Goal Strategies on Subjective and Physiological Indices of Workload Across Time

The purpose of this study was to investigate the effects of differing goal strategies on subjective and physiological indices of workload across time. The sample consisted of 16 males and 24 females from undergraduate psychology classes at the University of Central Florida. Subjects were assigned to four goal conditions: time/accuracy, time, accuracy, and no goal, and asked to perform a computer-based decision making task comparing visual and semantic information. A trial consisted of a 15-minute baseline and three 5-minute task periods. Dependent variables included electromyopotential (EMG) measured in microvolts and a paper and pencil workload scale utilizing a Likert-type format and measuring three dimensions: general psychological stress (GPS) load, mental effort load, and time load. Results indicated that assigned goal strategy had no effect of the workload indices. Analyses of variance and trend analyses, however, revealed them EMG and mental effort load both increased from baseline to talk period 1 then decreased across time. This relationship was just the reverse for GPS load. In addition, time load decreased across time in a significant linear fashion. Zero-order correlational analyses were also performed using all dependent variables. EMG and time load were inversely related during task periods 1 and 2 whereas mental effort and GPS load were related only during task period 1. Results are discussed with reference to future research methodology in the area of workload assessment

Training high performance skills using above real-time training

The Above Real-Time Training (ARTT) concept is a unique approach to training high performance skills. ARTT refers to a training paradigm that places the operator in a simulated environment that functions at faster than normal time. Such a training paradigm represents a departure from the intuitive, but not often supported, feeling that the best practice is determined by the training environment with the highest fidelity. This approach is hypothesized to provide greater 'transfer value' per simulation trial, by incorporating training techniques and instructional features into the simulator. These techniques allow individuals to acquire these critical skills faster and with greater retention. ARTT also allows an individual trained in 'fast time' to operate at what appears to be a more confident state, when the same task is performed in a real-time environment. Two related experiments are discussed. The findings appear to be consistent with previous findings that show positive effects of task variation during training. Moreover, ARTT has merit in improving or maintaining transfer with sharp reductions in training time. There are indications that the effectiveness of ARTT varies as a function of task content and possibly task difficulty. Other implications for ARTT are discussed along with future research directions

Operator/equipment Performance Measures: Results Of Literature Search

Literature review focuses on topics concerning perception, acceptable transmission delay, fidelity, and visual systems, including resolution, field of view, and target-background contrast

Teaching high-performance skills using above-real-time training

The above real-time training (ARTT) concept is an approach to teaching high-performance skills. ARTT refers to a training paradigm that places the operator in a simulated environment that functions at faster than normal time. It represents a departure from the intuitive, but not often supported, feeling that the best practice is determined by the training environment with the highest fidelity. This approach is hypothesized to provide greater 'transfer value' per simulation trial, by incorporating training techniques and instructional features into the simulator. Two related experiments are discussed. In the first, 25 naive male subjects performed three tank gunnery tasks on a simulator under varying levels of time acceleration (i.e., 1.0x, 1.6x, 2.0x, sequential, and mixed). They were then transferred to a standard (1.0x) condition for testing. Every accelerated condition or combination of conditions produced better training and transfer than the standard condition. Most effective was the presentation of trials at 1.0x, 1.6x, and 2.0x in a random order during training. Overall, the best ARTT group scored about 50 percent higher and trained in 25 percent less time compared to the real-time control group. In the second experiment, 24 mission-capable F-16 pilots performed three tasks on a part-task F-16A flight simulator under varying levels of time compression (i.e., 1.0x, 1.5x, 2.0x, and random). All subjects were then tested in a real-time environment. The emergency procedure (EP) task results showed increased accuracy for the ARTT groups. In testing (transfer), the ARTT groups not only performed the EP more accurately, but dealt with a simultaneous enemy significantly better than a real-time control group. Although the findings on an air combat maneuvering task and stern conversion task were mixed, most measures indicated that the ARTT groups performed better and faster than a real-time control group. Other implications for ARTT are discussed along with future research directions

Three Recurring Electromyographic Biofeedback Research Problems And A Laboratory Model

Exp. I investigated three recurring problems in electromyographic (EMG) biofeedback research. (1) Pre-knowledge that research involved biofeedback resulted in a selective bias on the part of students asked to volunteer as subjects. (2) EMG readings were not affected by repeated use of the word relax in verbal instructions. (3) The forearm extensor was the only muscle group which showed a statistically significant effect after one 20-min. training session. Exp. II challenged and clarified results of Exp. I and concluded the study with an empirically derived laboratory model for EMG biofeedback research

Towards complete and error-free genome assemblies of all vertebrate species.

High-quality and complete reference genome assemblies are fundamental for the application of genomics to biology, disease, and biodiversity conservation. However, such assemblies are available for only a few non-microbial species1-4. To address this issue, the international Genome 10K (G10K) consortium5,6 has worked over a five-year period to evaluate and develop cost-effective methods for assembling highly accurate and nearly complete reference genomes. Here we present lessons learned from generating assemblies for 16 species that represent six major vertebrate lineages. We confirm that long-read sequencing technologies are essential for maximizing genome quality, and that unresolved complex repeats and haplotype heterozygosity are major sources of assembly error when not handled correctly. Our assemblies correct substantial errors, add missing sequence in some of the best historical reference genomes, and reveal biological discoveries. These include the identification of many false gene duplications, increases in gene sizes, chromosome rearrangements that are specific to lineages, a repeated independent chromosome breakpoint in bat genomes, and a canonical GC-rich pattern in protein-coding genes and their regulatory regions. Adopting these lessons, we have embarked on the Vertebrate Genomes Project (VGP), an international effort to generate high-quality, complete reference genomes for all of the roughly 70,000 extant vertebrate species and to help to enable a new era of discovery across the life sciences

Towards complete and error-free genome assemblies of all vertebrate species.

High-quality and complete reference genome assemblies are fundamental for the application of genomics to biology, disease, and biodiversity conservation. However, such assemblies are available for only a few non-microbial species1-4. To address this issue, the international Genome 10K (G10K) consortium5,6 has worked over a five-year period to evaluate and develop cost-effective methods for assembling highly accurate and nearly complete reference genomes. Here we present lessons learned from generating assemblies for 16 species that represent six major vertebrate lineages. We confirm that long-read sequencing technologies are essential for maximizing genome quality, and that unresolved complex repeats and haplotype heterozygosity are major sources of assembly error when not handled correctly. Our assemblies correct substantial errors, add missing sequence in some of the best historical reference genomes, and reveal biological discoveries. These include the identification of many false gene duplications, increases in gene sizes, chromosome rearrangements that are specific to lineages, a repeated independent chromosome breakpoint in bat genomes, and a canonical GC-rich pattern in protein-coding genes and their regulatory regions. Adopting these lessons, we have embarked on the Vertebrate Genomes Project (VGP), an international effort to generate high-quality, complete reference genomes for all of the roughly 70,000 extant vertebrate species and to help to enable a new era of discovery across the life sciences