Human Factors Contributions to the Development of Standards for Displays of Unmanned Aircraft Systems in Support of Detect-and-Avoid.

OBJECTIVE: The aim is to provide a high-level synthesis of human factors research that contributed to the development of detect-and-avoid display requirements for unmanned aircraft systems (UAS). BACKGROUND: The integration of UAS into the U.S. National Airspace System is a priority under the Federal Aviation Administration's Modernization and Reform Act. For UAS to have routine access to the National Airspace System, UAS must have detect-and-avoid capabilities. One human factors challenge is to determine how to display information effectively to remote pilots for performing detect-and-avoid tasks. METHOD: A high-level review of research informing the display requirements for UAS detect-and-avoid is provided. In addition, description of the contributions of human factors researchers in the writing of the requirements is highlighted. RESULTS: Findings from human-in-the-loop simulations are used to illustrate how evidence-based guidelines and requirements were established for the display of information to assist pilots in performing detect-and-avoid. Implications for human factors are discussed. CONCLUSION: Human factors researchers and engineers made many contributions to generate the data used to justify the detect-and-avoid display requirements. Human factors researchers must continue to be involved in the development of standards to ensure that requirements are evidence-based and take into account human operator performance and human factors principles and guidelines. APPLICATION: The research presented in this paper is relevant to the design of UAS, the writing of standards and requirements, and the work in human-systems integration.

Population Stereotypes for Objects and Representations: Response Tendencies for Interacting With Everyday Objects and Interfaces.

OBJECTIVE: The objective of the study is to replicate and extend population stereotypes from a broad range of users for display-control relations of common interfaces using pictures/images of the objects. BACKGROUND: Population stereotypes for display-control configurations refer to people's tendencies to associate certain control actions with display properties. An interface will benefit by being designed in a manner that is consistent with the stereotypes. The stimuli used in the present study include conceptual replications of objects that have been examined previously and new ones. METHOD: An online survey was designed to collect data about participants' natural response tendencies or interpretations of the meaning associated with objects, representations, and colors. Participants were obtained through MTurk from the United States, India, and UK. RESULTS: We replicated 76% and partially replicated an additional 16% of the stereotypic responses found in prior studies. Considering the full data set, we found stereotypic responses for 62% of the stimuli that are consistent across the three countries in which the participants were located, although the strength of these stereotypes may differ by location. For the remaining 38% of the stimuli, population stereotypes still emerged for some locations. Few gender differences were found. CONCLUSION: Cross-cultural stereotypic responses exist for many objects, representations, and display-control configurations. However, because stereotypes can be limited to specific regions or change over time, we recommend that they be captured periodically to ensure design guidelines based on the stereotypes remain valid. APPLICATION: Designers can use the stereotypic responses to guide design decisions.

Vertically arrayed stimuli and responses: transfer of incompatible spatial mapping to Simon task occurs regardless of response-device orientation.

Conde et al. (Exp Brain Res 233:3313-3321, 2015) found that the Simon effect for vertically arrayed stimuli and responses was reduced after 100 prior practice trials with an incompatible mapping of the stimulus locations and responses. This finding was contrary to Vu's (Mem Cognit 35:1463-1471, 2007) finding of no transfer effect with 72 trials of prior practice. Conde et al. proposed that the different results were due to their responses being coded as top and bottom in the frontal plane, whereas Vu's were coded as far and near in the transverse plane. We conducted four experiments to test this possibility in which participants responded with keypresses using their thumbs on a numeric keypad held vertically (upright in the frontal plane) or horizontally (flat in the transverse plane). Experiment 1 showed that, without any prior practice, a similar sized Simon effect was obtained when the response device was oriented in the transverse plane as when it was oriented in the frontal plane. In Experiments 2 and 3 participants performed with the same device orientation in the incompatible practice and Simon transfer tasks, with orientation manipulated between-subjects in the former and within-subjects in the latter. The Simon effect was reduced in both cases, with no significant difference in transfer effect for transverse and frontal planes. In Experiment 4, the device orientation differed between the incompatible practice and Simon transfer tasks, and the Simon effect was reduced similarly across both response-device orientations. Thus, the differences between Conde et al.'s and Vu's findings cannot be attributed to the response-device orientation. Our results are consistent with the view that people code response locations in the transverse plane as top and bottom, rather than far and near, in agreement with the terminology of "top row" and "bottom row" for computer keyboards.

Single Pilot Operations in Domestic Commercial Aviation.

OBJECTIVE: To provide an overview of concepts of operation for single pilot operations (SPO) and a synthesis of recently published work evaluating these concepts. BACKGROUND: Advances in technology have made it possible for a commercial aircraft to be flown by a single pilot under normal conditions, and research is being conducted to examine the feasibility of implementing SPO for commercial aviation. METHOD: Context leading up to the consideration of SPO for commercial flight is provided, including the benefits and challenges. Recent studies examining issues relating to automation, operations, and communications in the SPO context are presented. RESULTS: A number of concepts have been proposed and tested for SPO, and no one concept has been shown to be superior. Single pilots were able to successfully resolve off-nominal scenarios with either the ground-support or cockpit-automation tools examined. However, the technologies developed in support of these concepts are in prototype forms and need further development. CONCLUSION: There have been no obvious "show stoppers" for moving toward SPO. However, the current state of research is in its initial stages, and more research is needed to examine other challenges associated with SPO. Moreover, human factors researchers must continue to be involved in the development of the new tools and technologies to support SPO to ensure their effectiveness. APPLICATION: The research issues highlighted in the context of SPO reflect issues that are associated with the process of reducing crew members or providing remote support of operators and, more generally, human interactions with increasingly autonomous systems.

Effects of Music and Tonal Language Experience on Relative Pitch Performance.

We examined the interaction between music and tone language experience as related to relative pitch processing by having participants judge the direction and magnitude of pitch changes in a relative pitch task. Participants' performance on this relative pitch task was assessed using the Cochran-Weiss-Shanteau (CWS) index of expertise, based on a ratio of discrimination over consistency in participants' relative pitch judgments. Testing took place in 2 separate sessions on different days to assess the effects of practice on participants' performance. Participants also completed the Montreal Battery of Evaluation of Amusia (MBEA), an existing measure comprising subtests aimed at evaluating relative pitch processing abilities. Musicians outperformed nonmusicians on both the relative pitch task, as measured by the CWS index, and the MBEA, but tonal language speakers outperformed non-tonal language speakers only on the MBEA. A closer look at the discrimination and consistency component scores of the CWS index revealed that musicians were better at discriminating different pitches and more consistent in their assessments of the direction and magnitude of relative pitch change.

Influence of auditory and audiovisual stimuli on the right-left prevalence effect.

When auditory stimuli are used in two-dimensional spatial compatibility tasks, where the stimulus and response configurations vary along the horizontal and vertical dimensions simultaneously, a right-left prevalence effect occurs in which horizontal compatibility dominates over vertical compatibility. The right-left prevalence effects obtained with auditory stimuli are typically larger than that obtained with visual stimuli even though less attention should be demanded from the horizontal dimension in auditory processing. In the present study, we examined whether auditory or visual dominance occurs when the two-dimensional stimuli are audiovisual, as well as whether there will be cross-modal facilitation of response selection for the horizontal and vertical dimensions. We also examined whether there is an additional benefit of adding a pitch dimension to the auditory stimulus to facilitate vertical coding through use of the spatial-musical association of response codes (SMARC) effect, where pitch is coded in terms of height in space. In Experiment 1, we found a larger right-left prevalence effect for unimodal auditory than visual stimuli. Neutral, non-pitch coded, audiovisual stimuli did not result in cross-modal facilitation, but did show evidence of visual dominance. The right-left prevalence effect was eliminated in the presence of SMARC audiovisual stimuli, but the effect influenced horizontal rather than vertical coding. Experiment 2 showed that the influence of the pitch dimension was not in terms of influencing response selection on a trial-to-trial basis, but in terms of altering the salience of the task environment. Taken together, these findings indicate that in the absence of salient vertical cues, auditory and audiovisual stimuli tend to be coded along the horizontal dimension and vision tends to dominate audition in this two-dimensional spatial stimulus-response task.

Older and younger adults show comparable affective compatibility and simon effects.

UNLABELLED: BACKGROUND/STUDY CONTEXT: In affective Simon tasks, participants respond to the color of stimuli with positive or negative affect by saying "good" or "bad." The primary finding is that responses are faster when the affective valences of the stimulus and response correspond than when they do not. A similar compatibility effect occurs in an evaluation task for which stimulus affect is relevant and mapped compatibly or incompatibly to the responses. METHODS: The present study compared the affective Simon and compatibility effects for younger and older adults in pure-task conditions (all trials from a single task) and mixed-task conditions (trials from the two tasks occurred equally often). Four schematic faces were used as stimuli for the affective Simon task and four different positive and negative images for the evaluation task. RESULTS: The affective Simon effect was of similar size for older and younger adults under both pure- and mixed-task conditions: Mixed emotion-relevant trials increased the Simon effect when the mapping was compatible but had no influence on it when the mapping was incompatible. Older adults showed a larger affective compatibility effect than younger adults, but only the effect for younger adults was increased substantially by intermixing Simon-task trials. CONCLUSION: These results and others imply that automatic activation of corresponding affective responses occurs similarly for older and younger adults, with older adults mainly showing a deficit in intentional processing of incompatible affect mappings. The study provides little evidence that older adults have a general deficit at inhibiting activation by stimuli of their stereotypical responses.

Application of part-whole training methods to evaluate when to introduce NextGen air traffic management tools to students.

The Next Generation Air Transportation System (NextGen) will use advanced technologies and new concepts of operation to accommodate projected increases in air travel over the next few decades. Use of NextGen tools requires air traffic controllers (ATCos) to use different procedures than those required to manage NextGen-unequipped aircraft, and ATCos will need to integrate the 2 skill sets when managing a sector consisting of NextGen-equipped and unequipped aircraft. The goal of the present study was to determine the effectiveness of 2 procedures in the training of student controllers to manage both equipage types. We applied a variant of the part-whole training paradigm in the present study. Using a quasi-experimental design, we trained students from 2 different labs of an internship course to manage air traffic with potential NextGen tools concurrent with their traditional training (whole-task group) or after they had time to learn traditional air traffic management skills (part-whole group). Participants were then tested in their ability to manage a simulated sector consisting of different percentages of NextGen-equipped and unequipped aircraft at the mid-term and after the final week of their internship. Results showed that it is better to train students in manual ATCo skills before introducing NextGen tools, unless the students are of higher aptitude. For more skilled students, simultaneously introducing NextGen and manual tools into their curriculum had little negative impact.

Effect of prior practice on the stimulus-response compatibility effect in a mixed mapping environment.

A stimulus-response compatibility (SRC) effect is obtained when performance is better with compatible mappings than with incompatible mappings. When mappings are mixed within a task, the SRC effect is often eliminated or reversed.The present study examines how 1,600 trials with different practice tasks can affect the response selection process in these mixed mapping environments. Participants were assigned to one of three practice groups: mixed mapping, pure compatible mapping, and pure incompatible mapping. Subsequently, all participants performed an experimental session in which compatible and incompatible trials were mixed.The SRC effect was eliminated in the experimental mixed mapping session, regardless of practice condition. The results suggest that practice does not change the need to suppress the direct response selection route in a mixed mapping task. However, reaction time distributions and sequential analyses were modulated by practice condition, which indicates that the new associations acquired during practice may activate new routes that interact with preexisting ones.

Faculty Mentor Training to Change Mentoring Practices at a Diverse R2 University.

The Advancing Inclusive Mentoring (AIM) Program was created to share best practices in inclusive and positive mentoring with faculty members who work with undergraduate or graduate students on independent research, scholarly, or creative works across disciplines. This hybrid program contains 35 online episodes within six modules and is complemented by six facilitated group discussion sessions. Participants' viewing behaviors and responses to a post-program survey were assessed. Results showed that the AIM program was beneficial, useful, and engaging to participants. Furthermore, the program increased the participants' knowledge base and relevant mentoring skills for serving diverse and underrepresented students.

Cumulative knowledge and progress in human factors.

This review provides a cumulative perspective on current human factors research by first briefly acknowledging previous Annual Review articles. We show that several recent conceptual advances are an outgrowth of the information-processing approach adopted by the field and present several areas of current research that are built directly on prior work. Topic areas that provide fundamental tools for human factors analyses are summarized, and several current application areas are reviewed. We end by considering alternatives to the information-processing approach that have been proposed and placing those alternatives in context. We argue that the information-processing language provides the foundation that has enabled much of the growth in human factors. This growth reflects a cumulative development of concepts and methods that continues today.

Developing Academic Engagement Through a Virtual Week of Research, Scholarly, and Creative Activity: Rethinking Collaboration.

The goal of having a Week of Research, Scholarly, and Creative Activity (RSCA) virtual event was to highlight and acknowledge the valuable array of research, scholarly, and creative activities that are currently being done across the entire campus at California State University Long Beach (CSULB). There's no doubt that in 2020 and 2021, our lives have been impacted in a multitude of ways. The COVID-19 global pandemic placed restrictions on in-person gatherings that forced many to rely on virtual meetings. Even with 'zoom' fatigue taking over, we felt that it was essential to hold the Week of RSCA event virtually in the 2020-2021 academic year. Students, faculty, and staff on campus are a community that supports one another, and CSULB seeks to enhance its local/national/global communities with the research, scholarly and creative activities that we conduct on our campus. This paper describes the development of the Week of RSCA event, its transition from an in-person to virtual event, the challenges for delivering a virtual event, and the lessons learned when we have to rethink collaboration during a pandemic.

Advancing Inclusive Mentoring Through an Online Mentor Training Program and Coordinated Discussion Group.

Mentoring is key to ensure success of the high impact practice of undergraduate-led research and scholarly activities; however, most faculty and staff members are not trained in the best practices of mentoring undergraduate students. The National Institutes of Health-funded Building Infrastructure Leading to Diversity (NIH BUILD) Initiative at California State University Long Beach is developing an online mentor training program with a coordinated discussion group to refine mentoring skills across faculty and staff from all disciplines. Faculty and staff members participated in two pilots of the Advancing Inclusive Mentoring (AIM) Program, where participants watched training videos and came together to discuss mentoring: either face-to-face (spring 2020) or virtually (fall 2020). Participants indicated that the videos and discussion were engaging and reported that AIM provided useful information on communicating with their own mentees as well as with any student on campus. Participants also reported that AIM provided strategies to work with students from diverse backgrounds and strengthened their commitment to inclusive mentoring. Finally, participants indicated that they would recommend AIM to colleagues and that the program was not only beneficial to their mentoring, but also that they would put into practice techniques that they had learned. There were some differences in usage, but no significant differences in participants' ratings of the program across the two delivery formats. Thus, the AIM Program with facilitated discussion appears to provide a useful mentor training experience in both in-person and virtual formats. Because this unique program is intentionally inclusive to faculty and staff mentors across all disciplines, the goal is that this training will ultimately benefit student success across campus.

Preparing Undergraduate Students for Summer Research Experiences and Graduate School Applications in a Pandemic Environment: Development and Implementation of Online Modules.

Engaging students in research is a high impact practice that improves student retention and persistence in behavioral and biomedical sciences and engineering. The California State University Long Beach (CSULB) Building Infrastructure Leading to Diversity (BUILD) Program offers an intensive research training experience to undergraduate students from a wide range of health-related disciplines. The goal of this program is to provide students with research skills, psychosocial resources, and graduate school application guidance that will make them competitive for Ph.D. programs. With the COVID-19 pandemic forcing the campus closure of many universities, including CSULB, our student training had to transition from in-person training to online training. This paper discusses the development and implementation of a series of eight online modules for guiding students through the application process for summer research experiences and graduate schools. Overall, the BUILD trainees were positive about the online modules. Specifically, they indicated that the modules were useful, informative, easy to access/use, good use of their time, and a good supplemental activity to their learning community activities. Most trainees indicated that they preferred the modules to be implemented in a hybrid format, where the students can view the modules on their own first and then have an opportunity to engage in in-person/synchronous online discussions.

Division 21 has been devoted to human-centered design since the 1950s: Comment on Lyon, Brewer, and Areán (2020).

In the article, "Leveraging Human-Centered Design to Implement Modern Psychological Science," Lyon et al. (2020) presented a case for human-centered design without noting that this has been the focus of Division 21, Applied Experimental and Engineering Psychology, since its founding in 1957. Once acquainted with the work and expertise of Division 21 members, APA members will find the division is devoted to applications of psychological science in all areas of human-centered design and, with its collaborative and interdisciplinary focus, a force to reduce siloing in psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Shared spatial representations for physical locations and location words in bilinguals' primary language.

For monolinguals, the Simon effect is eliminated when Simon task trials are intermixed with ones in which participants respond to the words left and right with incompatibly mapped keypresses. For bilingual Dutch/French speakers, this result has been shown to occur when the words are in Dutch (their first and primary language), but not when they are in French. To dissociate the influence of order in which the languages were learned from whether the language was the primary one currently being used, we tested bilinguals who learned Spanish or Vietnamese as their first language but for whom English became their primary language. For both groups, the incompatible location-word mapping influenced performance of the Simon task when the words were in English but not when they were in the first language. These findings indicate that the strength of language, not order of acquisition, is the critical factor.

Universal and culture-specific effects of display-control compatibility.

Research on compatibility of displays and controls has been a staple of basic and applied experimental psychology since the work by Paul Fitts and colleagues in the 1950s. Compatibility is often defined in terms of natural response tendencies, and many behavioral studies have been conducted examining various determinants of compatibility effects. Some compatibility phenomena are universal because of constant properties of the physical environments in which people live. Others, often called population stereotypes (Loveless, 1962), are specific to particular cultural groups due to experience with unique display-control relations. Determining which compatibility phenomena are universal and which are limited to certain populations is necessary for knowing how widely various compatibility principles can be expected to hold for performance. In this article we examine the universal and cultural aspects of display-control compatibility with an emphasis on implications for understanding human performance in general and for applying the knowledge to design of interfaces that will be maximally compatible with the characteristics of the intended users.

Transfer of incompatible spatial mapping to the vertical Simon task generalizes across effectors but not stimulus features.

For the vertical Simon task, in which stimuli and responses are arrayed along the vertical dimension and stimulus location is irrelevant, a Simon effect (benefit for stimulus-response correspondence) is typically obtained. Results have been mixed about whether performing fewer than 100 trials of a spatially incompatible mapping prior to a Simon task reduces or eliminates this vertical Simon effect in a transfer session. Several reasons have been suggested to explain why previous studies show disparate results. Previously, we ruled out orientation of the response panel in the transverse or horizontal plane as a critical factor. The present experiments evaluated two other possible factors: finger/hand placement and relevant stimulus dimension. In Experiment 1, we found reduction of the vertical Simon effect for a circle-square discrimination after incompatible practice using a separate numeric keypad as the response device, regardless of whether the keypad was placed on a table and operated by index fingers or held in the hands and operated by thumbs. In Experiment 2, we replicated the reduction for the circle-square discrimination but found no evidence of reduction for a red-green color discrimination. Overall, our results suggest that the relevant discrimination of red-green color versus circle-square shape is responsible for the discrepancy in results across prior studies.

Influence of visual stimulus mode on transfer of acquired spatial associations.

Associations between corresponding stimulus-response locations are often characterized as overlearned, producing automatic activation. However, 84 practice trials with an incompatible mapping eliminate the benefit for spatial correspondence in a transfer Simon task, where stimulus location is irrelevant. The authors examined whether transfer occurs for combinations of physical-location, arrow-direction, and location-word modes in the practice and transfer sessions. With 84 practice trials, the Simon effect was reduced for locations and arrows, and there was complete transfer across these modes; location words showed little transfer within or between modes. These results suggest that the acquired short-term associations were based on visual-spatial stimulus codes distinct from semantic-spatial codes activated by the words. With 600 practice trials, words showed transfer to word and arrow but not location Simon tasks, suggesting that arrows share semantic-spatial codes with words. Reaction-time distribution functions for the Simon effect showed distinct shapes for each stimulus mode, with little impact of the practiced mapping on the shapes. Thus, the contribution of the short-term location associations seems to be separate from that of the long-term associations responsible for the Simon effect.

How psychologists help solve real-world problems in multidisciplinary research teams: Introduction to the special issue.

Real-world problems are not confined to a single discipline. Multidisciplinary team research combines the methods and theories from different disciplines to achieve a common goal. It fosters collaboration among researchers with different expertise, which can lead to novel solutions and new discoveries that could not be achieved otherwise. This special issue of the American Psychologist consists of 10 articles that cover a range of research areas within the discipline of psychology. The authors of the articles describe the content of the research conducted by their teams and the ways in which the teams operate. In this introductory article, an overview of the topics covered in the special issue is provided. The overview shows that most areas of psychology are involved in the various multidisciplinary projects and emphasizes the fact that psychologists have many skills that put them in a good position for collaborating with specialists from other disciplines. This introduction to the special issue also highlights key points from the lessons learned covered in the articles and discusses tradeoffs of specific recommendations made by the authors. The conclusion reached is that there is much value in conducting multidisciplinary research and that the benefits of such research far outweigh the challenges that may be encountered along the way. (PsycINFO Database Record (c) 2019 APA, all rights reserved).