Promoting learning, memory, and transfer in a time-constrained, high hazard environment

Abstract

Two methods of metacognitive reflection for promoting compliance with an aviation safety rule were tested in a transfer design. Two groups of pilots (n=10) conducted a simulated flight entailing a search for a target on the ground. During this flight, only 35% of the pilots stayed above an altitude of 500ft, the minimum allowed by relevant regulations. Following the flight, one group completed a self-explanation questionnaire, in which they explained their actions during the initial flight and what they would do in future flights. The other group completed a relapse-prevention questionnaire, in which they identified the circumstances leading to safety lapses and their future avoidance. A third group (n=10) formed a rest control; they conducted a familiarization flight without a ground target or debriefing. One week later, all pilots conducted a series of test flights with the same or different ground targets as the initial flight. The self-explanation group showed 100% compliance when the ground target remained the same, but less so (<70%) when the ground target was different. The relapse-prevention group and control groups both showed low levels of compliance across all test flights (<30%). The results are discussed from theoretical and applied perspectives.