The authors repeatedly administered four computerized tests to 21 students engaged in a lengthy PC-based flight training simulation as part of their pre-training activities at a professional aviation academy. Test scores were examined for disruption, or evidence of transfer, during intervals in which the tests were expected to correlate with training performance. No significant disruptions were noted for grammatical reasoning, code substitution, or four-choice reaction time. However, the BFITS group experienced significant improvement on one test (air defense maneuvering) during the predicted interval. The effect was not mirrored by either of two control groups (flight instructors and university undergraduates). Implications for performance prediction are discussed
