Dissertations / Theses on the topic 'Applied and developmental psychology not elsewhere classified'

This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.

During roughly forty years of a woman’s life-span, the fertile female human body prepares itself monthly for the possibility of pregnancy. Science has shown that the fluctuation of the sex steroids progesterone and estrogen have a crucial role in the female body's physiology, determining the menstrual cycle and its general phases. This biological dance of hormones governing the cycle influences a lot of physical, mental and cognitive aspects of life for a fertile ovulating woman. Although the question of whether these changes also affect women's cognitive performance is still unclear, some evidence has been gathered that could bring us closer to answers. Recent research findings show that this hormonal interplay might have a significant role in cognitive and psychological development - modulating brain activity, cognitive performance, higher cognition, emotional status, sensory processing, appetite and more. This thesis aims to uncover to what extent the menstrual cycle affects brain functions, neurobiology, mood, well-being and cognitive performance in menstruating cisgender women.

Bakgrund och syfte. Ordflödestest undersöker en persons förmåga att generera så många ord som möjligt under en minut. Orden kan börja på en viss bokstav eller tillhöra en särskild kategori. FAS är ett vanligt ordflödestest där orden som ska genereras börjar på bokstäverna F, A och S. Exempel på kategoriska ordflödestest är djurflöde, som går ut på att säga så många djur som möjligt, samt verbflöde där instruktionen är att säga så många saker man kan göra (handlingar). Forskare har undersökt vilka mentala färdigheter som ligger till grund för ordflödesförmågan, framför allt planerande och reglerande (exekutiva) funktioner samt språklig förmåga. I forskning används ofta FAS och djurflöde för att undersöka olika delar av den språkliga förmågan. Även verbflöde har undersökts i dessa sammanhang, men inte i lika stor utsträckning. Däremot har verbflöde en större roll i forskning på planerande och reglerande funktioner hos äldre personer som har exempelvis Alzheimers eller Parkinson. Forskningen har lett till att ordflödestest används i kliniska sammanhang som en del i utredningen av dessa sjukdomar. I praktiken används även FAS och djurflöde vid utredningar av dyslexi, språkstörning och koncentrations-/hyperaktivitetssvårigheter (ADHD). Forskning har visat motstridiga resultat om vilka typer av ordflödestest som är nedsatta vid dyslexi och språkstörning, eller vilka mentala förmågor som är viktiga vid genomförande av ordflödestest. I denna studie undersöks FAS, djurflöde och verbflöde hos studenter inom högre utbildning med och utan dyslexi. Syftet är att utreda om ordflödesförmågan är nedsatt hos studenter med dyslexi. Studien undersöker om ordflöde kan bidra till att förklara spridningen i läsförmåga. Metod. I undersökningen deltog 42 studenter, varav 16 hade dyslexidiagnos och 26 kontroller utan dyslexidiagnos. Deltagarna genomförde test som undersöker läsförmåga, fonologisk förmåga, snabb benämning samt ordflöde av FAS, djur och verb. Resultat. Prestationen på ordflödesförmåga var signifikant nedsatt hos studenter med dyslexi jämfört med kontrollgruppen. En multipel regression med bakåteliminering genomfördes för att undersöka om FAS, djurflöde och verbflöde kunde förutsäga spridningen i läsförmåga när fonologisk medvetenhet och snabb benämning kontrollerades för. Regressionsanalysen visade att verbflöde, tillsammans med fonologisk medvetenhet, kunde förutsäga läsförmåga hos studenter med och utan dyslexi. Diskussion. Den nedsatta ordflödesförmågan hos studenter med dyslexi diskuteras utifrån faktorer som utbildning och andra mentala förmågor. Resultatet pekar på ett unikt samband mellan verbflöde och läsförmåga hos studenter med och utan dyslexi. De strukturer i hjärnan som aktiveras vid verbflöde är även strukturer som ligger till grund för andra mentala förmågor. Dessa mentala förmågor har även visats vara nedsatta hos personer med dyslexi. Generellt indikerar dessa nya fynd att verbflöde har en betydelse i förhållande till läsförmåga och dyslexi som behöver undersökas vidare. Resultatet diskuteras även utifrån ett kliniskt perspektiv.
Verbal fluency is commonly measured in cognitive assessments and has been shown to measure aspects of verbal ability and executive function, as well as to involve specific cortical areas during performance. Verbal fluency tasks, in which participants generate words during a given time limit, have been used in research and assessments of neurobiological disorders and impairments. Dyslexia is a neurobiologically based reading disorder that is characterized by difficulties in word decoding and spelling. Research on verbal fluency in individuals with dyslexia shows that semantic and letter fluency is impaired. However, studies show inconsistent results. This study examines performance on semantic fluency (animals), action fluency (verbs), and letter fluency (FAS) in 42 students with developmental dyslexia (DD, n = 16) and a control group with typical reading development (TD, n = 26). Participants also perform a test battery that measures reading and phonological abilities, amongst others. Additionally, it is examined if verbal fluency performance can contribute to predicting reading ability, when phonological awareness and rapid automatized naming (RAN) are taken into account. Results show that verbal fluency performance was impaired in the DD group, and that action and letter fluency were relatively more impaired than semantic fluency. A backward elimination regression showed that action fluency and phonological awareness were significant predictors of reading ability, together explaining 48 % of the variance. The impaired verbal fluency ability is discussed in relation to factors such as education and cognitive abilities. Further, the findings point to a possible unique connection between action fluency and reading ability in students, in addition to phonological awareness. The possibility that the relationship between action fluency and reading may be partly explained by common neurocognitive underpinnings is discussed. These novel findings indicate that action fluency has a pertinent role in reading ability and dyslexia, which should be further examined.

The goal of my dissertation is to take a step toward shifting the narrative in engineering from “surviving” to “thriving” so that more engineering students can reach their full potential in college and beyond. Many engineering students experience barriers such as the hardships of engineering culture, which are exacerbated for women and underrepresented racial/ethnic minorities(such as Black, Latinx, and Indigenous students). These barriers are well documented in research and well discussed in interventions to support engineering student success, under the assumption that helping students cope with these cultural and systemic barriers will, by itself, lead to their success. My research on engineering thriving challenges this assumption by asserting that the skills engineering students need to succeed academically, socially, and personally differ from the skills they need to “survive” cultural and systemic barriers.

Including parents of children with a disability in early intervention programs has been widely advocated by multiple health professional disciplines. Within these interventions a substantial body of research supports the positive influence of the parent-child relationship on developmental outcomes. Programs that upskill parents, reflect family context and focus on increased participation in broader community and social settings are now considered best practice. Such programs have good face validity, with recent studies showing parents strongly endorsing the sharing of skills and strategies, allowing them to extend the child’s learning to multiple situations including within the family and wider community. Despite this evidence, successful widespread implementation of relationally-based programs has been difficult to achieve. Working directly with parents can include challenges beyond simply introducing strategies and having them apply these outside therapy sessions. It requires therapists to work in a context where parents may be struggling with feelings of incompetence and experiencing high levels of individual and relational stress that are often associated with parenting a child with a disability. Developing therapy goals that reflect family imperatives can also present challenges as therapists and parents may be driven by objectives derived from developmental checklists rather than contextual, family-prioitised goals. This thesis investigated the efficacy of a manualised program designed by the candidate (PCRI-EI; parent child relationally informed – early intervention) in addressing these challenges in an early childhood development clinic that delivers multidisciplinary services to children with disabilities. A preliminary case study showed promising changes for the family, in reduced stress and improved sense of competency for the parents, as well as positive impacts on functional outcomes for the child. Parents reported improvements in family engagement in community activities as well as in their own ability to more broadly understand their child’s challenges. A subsequent qualitative study investigated the experience of therapists as they made the transition to a relationally-based practice. Feedback from therapists indicated the systematic approach embedded in the protocol combined with reflective supervision built their competence and confidence in working collaboratively with families. At the same time, they reported being better able to generate therapeutic goals that preferenced family context and priorities over therapist-driven developmental aims. Changes in parents’ stress, psychological well-being and sense of competence, was investigated in a third study. Findings showed notable reductions in stress levels over time particularly those generated by parents’ conceptualisation of their child as difficult. Increased parental wellbeing and sense of competency were also reported. These changes were consistent across diagnostic categories. The final component of the thesis investigated impacts of PCRI-EI on the child’s functional capacity. Significant and marked increases in functioning were observed across time. The gains did not differ by diagnosis and parental feedback indicated family context was prioritised and valued. These improvements were generalised throughout social, community and educational settings. Taken together these findings indicate that through the combination of a manualised therapy model and ongoing reflective supervision, PCRI-EI supports the implementation of relationally-based, family-centred practices. PCRI-EI appears to provide the how-to component. The absence of which seems to have inhibited the widespread adoption of such programs in early intervention. Given the exploratory nature of the thesis these conclusions require further investigation. Nonetheless, they suggest successfully engaging parents in early intervention requires a systematic approach embedded in the practices of the organisation. The role of the therapist in supporting parents build the skills to work in this context is critical. Achieving that change in therapists’ capacity involves a similarly methodical approach that integrates professional development, reflective supervision and an appreciation of the professional identity challenges the changed way of working may present. This combination of factors does not appear to have been addressed in previous investigations around establishing relationally-based practices in early childhood interventions.

Cognitive control is accomplished by a set of higher-order cognitive processes that are recruited to aid in the completion of various tasks. A popular proposed mechanism is the Dual Mechanisms of Control (Braver, Gray, & Burgess, 2007), proposing proactive and reactive mechanisms. While neuroscience studies provide evidence that these are two distinct processes, it remains unclear whether the processes are competing, or whether they can be used together. That is, are the two processes able to both be enacted to some degree? Further, whether these mechanisms can be titrated to produce a gradient-like use of control on a trial-level basis is unknown. These are the two primary pursuits of this dissertation. Experiment 1 shows the titrated pattern of control use, indicating (a) sensitivity to task demands, and (b) dynamic use of proactive and reactive control at the trial level, in a new task. Further, a novel contribution is the observation of ability to titrate the use of control. Additional experiments relate performance on this task to working memory (Experiment 2), replicate the findings in an online format (Experiment 3), and differentiate performance from distance effects commonly seen in relative judgment tasks (Experiment 4). This work has implications for the understanding of how cognitive control functions and how dynamically the use of these mechanisms can be adjusted.

The Theory of Applied Mind of Programming (TAMP) provides a new model for describing how programmers think and learn. Historically, many students have struggled when learning to program. Programming as a discipline lives in logic and reason, but theory and science tell us that people do not always think rationally. TAMP builds upon the groundbreaking work of dual process theory and classical educational theorists (Piaget, Vygotsky, and Bruner) to rethink our assumptions about cognition and learning. Theory guides educators and researchers to improve their practice, not just their work but also their thinking. TAMP provides new theoretical constructs for describing the mental activities of programming, the challenges in learning to program, as well as a guidebook for creating and recognizing the value of theory.

This dissertation is highly nontraditional. It does not include a typical empirical study using a familiar research methodology to guide data collection and analysis. Instead, it leverages existing data, as accumulated over a half-century of computing education research and a century of research into cognition and learning. Since an applicable methodology of theory-building did not exist, this work also defines a new methodology for theory building. The methodology of this dissertation borrows notation from philosophy and methods from grounded theory to define a transparent and rigorous approach to creating applied theories. By revisiting past studies through the lens of new theoretical propositions, theorists can conceive, refine, and internally validate new constructs and propositions to revolutionize how we view technical education.

The takeaway from this dissertation is a set of new theoretical constructs and promising research and pedagogical approaches. TAMP proposes an applied model of Jerome Bruner's mental representations that describe the knowledge and cognitive processes of an experienced programmer. TAMP highlights implicit learning and the role of intuition in decision making across many aspects of programming. This work includes numerous examples of how to apply TAMP and its supporting theories in re-imagining teaching and research to offer alternative explanations for previously puzzling findings on student learning. TAMP may challenge conventional beliefs about applied reasoning and the extent of traditional pedagogy, but it also offers insights on how to promote creative problem-solving in students.

Due to the great transitions and turmoil uniquely attributed to the period of adolescence, youth experience a greater risk for substance use and the multitude of concerns that coincide with the early onset of substance use. Many biological and environmental factors have been investigated as predictors of adolescent substance use. Executive function and disruptive behaviors are two important individual characteristics linked to adolescent substance use. Both smoking during pregnancy and sibling relationships are separate contexts that can mitigate or exacerbate the associations of executive function and adolescent substance use. The present study focuses on development of substance use through executive function deficits and disruptive behavior, while considering smoking during pregnancy and sibling relationships as unique moderators of these pathways. This work addresses a novel, interrelated set of questions with a series of three studies. The central hypothesis driving this program of research is that smoking during pregnancy and sibling relationships are under-studied contexts that can mitigate or exacerbate the associations of executive function, disruptive behavior, and adolescent substance use. This dissertation examines whether: (1) executive function mediates the smoking during pregnancy-disruptive behavior association and smoking during pregnancy exacerbates the executive function-disruptive behavior association, (2) smoking during pregnancy exacerbates the association between executive function and disruptive behavior during adolescence using a sibling comparison design, and (3) sibling relationship quality moderates developmental trajectories of executive function on the transition from disruptive problems to adolescent substance use using a high-risk, longitudinal sample. Findings challenge the link between exposure to smoking during pregnancy and both executive function and disruptive behavior. Further, these findings reinforce the need to utilize genetically-informed designs when examining potential effects of smoking during pregnancy. Additionally, this dissertation found support for the link between executive function and disruptive behavior, but not executive function and substance use.

This thesis has three key aims, firstly to explore the effects that perceived age and ability have on person perception. Secondly to discover how these two constructs add to the theory on person perception and thirdly, to test a new methodological approach to the study of person perception.

Infant exposure to the microbial and allergenic content of indoor floor dust has been shown to play a significant role in both the development of, and protection against, allergies and asthma later in life. Resuspension of floor dust during infant locomotion induces a vertical transport of particles to the breathing zone, leading to inhalation exposure to a concentrated cloud of coarse (> 1μm) and fine (≤ 1μm) particles. Resuspension, and subsequent exposure, during periods of active infant locomotion is likely influenced by gait parameters. This dependence has been little explored to date and may play a significant role in floor dust resuspension and exposure associated with forms of locomotion specific to infants. This study explores associations between infant locomotion dynamics and floor dust resuspension and exposure in the indoor environment. Infant gait parameters for walking and physiological characteristics expected to influence dust resuspension and exposure were identified, including: contact frequency (steps min^-1), contact area per step (m²), locomotion speed (m s^-1), breathing zone height (cm), and time-resolved locomotion profiles. Gait parameter datasets for standard gait experiments were collected for infants in three age groups: 12, 15, and 19 months-old (m/o). The gait parameters were integrated with an indoor dust resuspension model through a Monte Carlo framework to predict how age-dependent variations in locomotion affect the resuspension mass emission rate (mg h^-1) for five particle size fractions from 0.3 to 10 μm. Eddy diffusivity coefficients (m² s^-1) were estimated for each age group and used in a particle transport model to determine the vertical particle concentration profile above the floor.

Probability density functions of contact frequency, contact area, locomotion speed, breathing zone height, and size-resolved resuspension mass emission rates were determined for infants in each group. Infant standard gait contact frequencies were generally in the range of 100 to 300 steps min^-1 and increased with age, with median values of 186 steps min^-1 for 12 m/o, 207 steps min^-1 for 15 m/o, and 246.2 steps min^-1 for 19 m/o infants. Similarly, locomotion speed increased with age, from 67.3 cm s^-1 at 12 m/o to 118.83 cm s^-1 at 19 m/o, as did the breathing zone height, which varied between 60 and 85 cm. Resuspension mass emission rates increased with both infant age and particle size. A 19 m/o infant will resuspend comparably more particles from the same indoor settled dust deposit compared to a 15 m/o or 12 m/o infant. Age-dependent variations in the resuspension mass emission rate and eddy diffusivity coefficient drove changes in the vertical particle concentration profile within the resuspended particle cloud. For all particle size fractions, there is an average of a 6% increase in the resuspended particle concentration at a height of 1 m from the floor for a 19 m/o compared to a 12 m/o infant. Time-resolved locomotion profiles were obtained for infants in natural gait during free play establish the transient nature of walking-induced particle resuspension and associated exposures for infants, with variable periods of active locomotion, no motion, and impulsive falls. This study demonstrates that floor dust resuspension and exposure can be influenced by the nature of infant locomotion patterns, which vary with age and are distinctly different from those for adults.

A Test Battery (TB) is a measurement method that is designed to assess a variety of ability constructs. The extent to which TB predicts future pilot performance has important implications for both flying organizations and applicants. The primary emphasis in the existing literature has been on scores of individual ability tests, in contrast to the scores of multiple ability tests that are typically indexed by composites derived from TBs. The selection literature lacks a focus on composite scores, and seldom links to the broad cognitive abilities that predominate TBs. The objective of this study was to investigate how the different broad ability constructs of TBs influence their predictive validities for pilot performance. Six ability groups were identified as the most common ability saturations of pilot selection TBs. On the basis of 89 studies and 118 independent samples, a series of meta-analyses were conducted to determine the criterion-related validity of the six categories of TBs for several criterions of pilot performance.

The investigation revealed there was an overall small and positive relationship between TBs and flight performance. The six categories of cognitive ability TBs appeared to be valid predictors of pilot performance, and at least five of them generalize validity across studies and settings. More specifically, three sets of predictor groups were identified according to the magnitude of validity estimates. The highest validity group included Work Sample TBs (r=.34), the second highest validity group included TBs of Acquired Knowledge, General Ability, and Motor Abilities (r=.19, .18, and .17, respectively), and the lowest validity group included TBs of Perceptual Processing and Controlled Attention (r=.14 and .10, respectively).

The results also indicated that there was substantial variability in the effect of cognitive abilities on flight performance, with evidence of moderators operating in most cases. Five potential moderator variables were examined that may moderate the TBs-performance relationship in flying. The analysis for the moderator variable of the number of tests in the battery (small battery/large battery), regularity of TB use in pilot selection (commonly used/uncommonly used), and criterion level of measurement (continuous/ordinal/dichotomous/ contingency table) revealed significant moderating effects on the correlations between flight performance and several types of test batteries. Other moderators related to year of publication (1987-1999/2000-2009/2010-2017) and flying organization (USAF/US Navy/Another military/Civilian) did not significantly influence the correlations between TBs and flight performance. The implications of the findings for practice are discussed, and recommendations for future research directions are provided.

This dissertation evaluated the complex inter-relatedness between co-occurring childhood maltreatment exposures, physical intimate partner violence (perpetration and victimization), substance use frequency, and molecular genetics for substance use, utilizing appropriate developmental models and theoretical approaches. Three studies were proposed within this dissertation. Data for the three studies come from a national longitudinal panel study: The National Longitudinal Study of Adolescent to Adult Health (Add Health; Harris, 2013). Across studies, latent profile analysis was used to evaluate co-occurring childhood maltreatment exposures based on type and severity of exposures, which resulted in three homogenous sub-groups. The first sub-group was composed of individuals that had high levels of physical abuse exposure and moderate levels of childhood neglect and emotional abuse exposures (high physical abuse sub-group). The second sub-group (high sexual abuse sub-group) included individuals with high severity of sexual abuse exposure and moderate severity of all other childhood maltreatment types (i.e., physical abuse, emotional abuse, and neglect). This second sub-group was, therefore, the most vulnerable in terms of their childhood maltreatment exposure. A final normative sub-group was also found that included a majority of individuals with low severity of childhood maltreatment exposure across types. Additionally, across all three studies, a probabilistic multifaceted genetic risk score (i.e., polygenic risk score) was created to evaluate substance use related genetic risk. The first study evaluated the role of co-occurring childhood maltreatment exposure on substance use development from adolescence to young adulthood while evaluating substance use related genetic moderation. Generalized estimating equations were used to test the proposed model in study 1. Findings suggest that the high physical abuse sub-group was more susceptible to genetic risk and had increases in substance use frequency only at high levels of genetic risk. In contrast, for the high sexual abuse sub-group, childhood maltreatment and environmental exposures were more ubiquitous for substance use development from adolescence to young adulthood. To elaborate, the high sexual abuse sub-group demonstrated increases in substance use from adolescence to young adulthood irrespective of genetic risk. In study 2, substance use frequency in young adulthood was tested as a mechanism between childhood maltreatment sub-groups and subsequent physical intimate partner violence perpetration in adulthood. Once again, genetic moderation for the direct association between childhood maltreatment sub-groups and substance use frequency in young adulthood was tested within the larger mediation model. In study 3, physical partner violence victimization in young adulthood was tested as a mediator of the association between childhood maltreatment sub-groups and substance use frequency in adulthood. In study 3, in addition to the above-mentioned genetic risk score, an additional substance use related dopamine polygenic risk score was also tested. Specifically, in study 3, genetic moderation by both genetic risk scores was tested on 1) the direct pathway from childhood maltreatment sub-groups to substance use frequency in adulthood, and 2) the direct pathway from physical intimate partner violence victimization in young adulthood to substance use frequency in adulthood. In both studies 2 and 3, product of co-efficient method was used to estimate mediation hypothesis, and moderated-mediation models were used to test for genetic moderation within the mediation model. Research aims for studies 2 and 3 were largely not supported. However, supplementary models indicate that substance use frequency may not be a causal mechanism but may be a contextual factor exacerbating the association between childhood maltreatment exposures and physical intimate partner violence perpetration. Implications for findings are discussed in detail.

Despite executive function deficits now been examined in relation to the propensity to commit crimes in the general offending population, to date there has been little investigation of this within an intellectually disabled offending sample. The aim of the present study was to undertake a content analysis of the offending patterns and general behavior of Disabilities SA clients with a view to ascertaining whether such an assessment is justified for this offending group. The present study involved content analysis of five participants, currently clients of Disabilities SA. A coding schema was used to assess for evidence of four executive functions: Learning from previous experience; Engaging in logical reasoning; Impulse control; and Understanding the reactions of others. Findings suggest that offenders with intellectual disability have difficulties in all four areas. These findings are discussed in terms of the need for more comprehensive assessment and treatment implications.

In this dissertation, I sought to understand foster parents’ perceptions of giftedness, how foster children’s strengths, gifts, and talents affect their experiences and those of their foster parents, and what resources and information foster parents have for supporting their foster children’s education and gifts. To understand these beliefs, I analyzed quantitative and qualitative survey data from 53 foster parents throughout the United States and analyzed interviews from 14 of those foster parents. Most foster parents surveyed perceived their foster children as a little or very different academically and in other ways than their peers not in foster care, and perceived they had different educational experiences than their peers, largely attributed to their lived experiences prior to entering and during foster care. Most participants felt their foster children’s abilities, strengths, and talents affected foster parents a little or very much. Interviewed and surveyed foster parents defined giftedness as including the following attributes: academic achievement, natural ability or innate talent, intelligence, domain-specific capabilities, performance or skills above average for their age or above their peers, unique approaches to learning, and motivation for learning. Interviewees also addressed non-academic forms of giftedness, socioemotional characteristics of children with gifts and talents, and noted that these students may have some difficulties in school. Foster parents explained the adaptations they have made to their parenting because of their foster children’s strengths, talents, and abilities, and highlighted the unique life experiences of foster children, which were not only hinderances but also could help them succeed academically and in life. Participants also expressed why they think foster children are not identified for gifted education programming. Foster parents had many needs related to their foster children’s education and strengths, talents, and abilities. They made recommendations to those who train new foster parents and provide ongoing training to current foster parents; to schools and teachers of foster children; and to new foster parents about how to best meet the needs of foster children and encourage their gifts and talents.

A large body of literature suggests that cognitive abilities are important determinants for training and job performance, including flight performance. The associations between measures of ability tests and job performance have been the focus of many empirical studies, resulting in an overall conclusion that general mental ability, g, is the main source of prediction, while other narrower abilities have limited power for predicting job performance. Despite the attention given to cognitive ability-flight performance relationships, their associations have not been fully understood at the broad construct level, and most extant literature focused on the relations at the observed scores level. Thus, the present dissertation study was designed to contribute to the progression of this understanding by examining the relations between cognitive abilities and flight training performance, using data from four U.S. Air Force (USAF) pilot samples. For comparison, one navigator and one air battle manager sample were also analyzed. The data were obtained from correlation matrices of prior investigations and analyzed via structural equation modeling (SEM) procedures.

Four studies are reported in the thesis: (1) preliminary study, (2) primary validation study, (3) cross-validation study, and (4) cross-occupation validation study. The preliminary study assessed the test battery used in the subsequent predictive studies. The primary validation study introduced a bifactor predictive SEM model for testing the influence of cognitive abilities in predicting pilot performance. The cross-validation study assessed the consistency of the predictive model suggested in the primary validation study, using three additional pilots’ samples. The cross-occupation validation study compared the predictive model using data from three aviation-related occupations (flying, navigation, air battle management). Ability factors were extracted from scores of pilot applicants on the Air Force Officer Qualifying Test (AFOQT), the USAF officers’ primary selection test battery, whereas the flight performance scores were obtained from pilot records during the flight training program.

In addition to the g factor, verbal ability, quantitative ability, spatial ability, perceptual speed ability, and aviation-related acquired knowledge are the six latent cognitive ability factors investigated in the reported studies. Pilot performance measures were modeled either as observed or latent variables covering ratings of academic and hands-on flying performance in different phases of the training program. The studies of this thesis established that (1) general ability contributes substantially to the prediction models; however, it is not the only important predictor, (2) aviation-related acquired knowledge is the most robust predictor of pilot performance among the abilities examined, with a role even exceeding that of g, (3) perceptual speed predicted pilot performance uniquely in several occasions, while verbal, spatial, and quantitative abilities demonstrated trivial incremental validity for hands-on pilot performance beyond that provided by the g measure, and (4) the relative importance of cognitive abilities tends to vary across aviation occupations.