What happens when a pilot is in an extended emergency during flight? What do pilots do and think that keeps the aircraft safe and leads to a successful conclusion to the crisis? Noted Human Factors expert Dr. Clint Balog has studied Cognitive factors that contribute to successful and non-successful inflight emergencies. This 50 minute Embry-Riddle Aeronautical University webinar was presented Feb. 10, 2015.

1. Mid Day tomorrow come to our Webinar!
“Aviation Psychology”
The Webinar will begin at
Noon Eastern Time (USA)
(5 p.m. UTC/GMT)
worldwide.erau.edu/newsroom/free-webinars.html

2. A few session pointers
• We will use the text chat for questions
• You can interact with icons
• You control the size of your screen
• Emails will be provided at the end
• A link to the recording will be emailed to you

3. Today’s Agenda
• Introductions
• Presentation by Dr. Clint Balog
• Questions and Answers
• The Master of Science in Human Factors
• Upcoming Webinars

4. Dr. Clint Balog
• Asst. Professor, ERAU-Worldwide
• Chair of M.S. Human Factors
• Aviation professional for 37 years
• 8,000 flight hours in fixed wing and
rotorcraft
• Ph.D. in Psychology—specializing in
cognitive science, human factors and
human performance
• Lives in Western Montana

5. Clint R. ‘Clutch’ Balog, Ph.D.
The Application of Aviation
Psychology

6. What is Aviation Psychology?
6
• The application of the principles and
constructs of human psychology to the field
of aviation.

7. What is Aviation Psychology?
7
• The application of the principles and
constructs of human psychology to the field
of aviation.
• One of numerous sub-fields of
Aviation Human Factors

8. So What is Psychology?
8
• The study of the human mind and behavior
(VandenBos, 2007).

9. Research
9
Pilot Cognitive Functioning During
Extended, Extreme In-flight
Emergencies

10. Purpose
10
• To develop a detailed, holistic understanding
of professional PICs’ experiences of
extended, extreme in-flight emergencies
which were successfully overcome.

11. Focus
11
• Cognitive processes in general, and risk
assessment, problem solving, and
decision making processes specifically.

12. Research Question
12
• “How do professional pilots-in-command
(PICs) describe the cognitive processes they
employed in successfully overcoming
extended, extreme in-flight emergencies?”

13. What is Cognitive Psychology?
13
• The study of how people perceive, learn,
remember, and think about information
(Sternberg & Sternberg, 2012).

14. What is Cognitive Psychology?
14
• The study of how people perceive, learn,
remember, and think about information
(Sternberg & Sternberg, 2012).
• Explores the operation of mental processes
related to perceiving, attending, thinking,
language, and memory mainly through
inferences from behavior (VandenBos, 2007,
p. 190).

15. Decision-making Strategies
15
• Codified

16. Decision-making Strategies
16
• Codified
• Associative

17. Decision-making Strategies
17
• Codified
• Associative
• Analytic

18. Participant Demographics
18
• Operational experience ranged from very
low to very high.

19. Participant Demographics
19
• Operational experience ranged from very
low to very high.
• Single engine piston to multiengine heavy
commercial turbojet/turbofan aircraft.

20. Participant Demographics
20
• Operational experience ranged from very
low to very high.
• Single engine piston to multiengine heavy
commercial turbojet/turbofan aircraft.
• Emergencies = two each military,
corporate, commercial, and private
operations.

21. Results
21
• Eight emergencies resulted in the
employment of over 40 definitively
identifiable cognitive processes, both simple
and complex.

22. Results
22
• Eight emergencies resulted in the
employment of over 40 definitively
identifiable cognitive processes, both simple
and complex.
• Cognitive processing occurred in four
generally discernible stages with
definable characteristics.

23. Results
23
• Four stages composed of variations in
three characteristics of the emergency:

24. Results
24
• Four stages composed of variations in
three characteristics of the emergency:
1. Pilot’s state of physiological/emotional
arousal.

25. Results
25
• Four stages composed of variations in
three characteristics of the emergency:
1. Pilot’s state of physiological/emotional
arousal.
2. Rate of evolution of the emergency.

26. Results
26
• Four stages composed of variations in
three characteristics of the emergency:
1. Pilot’s state of physiological/emotional
arousal.
2. Rate of evolution of the emergency.
3. Understanding of immediate operational
needs/impacts of the emergency.

27. Results
27
• Four stages intermix based upon
characteristics of the emergency at any
point in time.

28. Results
28
• Fours stages intermix based upon
characteristics of the emergency at any
point in time.
• Despite differing circumstances, all the
pilots studied similarly employed cognitive
phases methodically, logically, and in an
organized and generally disciplined manner.
.

29. Results
29
• A very complex web of both simple and
complex cognitive processes were
required.

30. Results
30
• A very complex web of both simple and
complex cognitive processes were
required.
• Decision-making was the principle higher
order cognitive process employed; all other
cognitive processes (simple and complex)
supported of decision-making.
.

31. Results
31
• The overall process of overcoming these
emergencies was, to an extent, error-
tolerant.

32. Results
32
• The overall process of overcoming these
emergencies was, to an extent, error-
tolerant.
• The ability to prioritize and
compartmentalize actions proved beneficial,
possibly critical.

33. Results
33
• There were observable levels of both
psychological and physiological arousal
that proved beneficial that appeared to
have both upper and lower bounds.

34. Results
34
• There were observable levels of both
psychological and physiological arousal
that proved beneficial that appeared to
have both upper and lower bounds.
• The pilot’s ability to supplement his own
knowledge with knowledge from outside
the cockpit proved highly beneficial.

35. Results
35
• All forms of memory were involved.

36. Results
36
• All forms of memory were involved.
• Both bottom-up and top-down processing
were involved.

37. Results
37
• All forms of memory were involved.
• Both bottom-up and top-down processing
were involved.
• Greater levels of experience and training
proved very beneficial.

38. Results
38
• Codifed, associative, and analytic decision
models were employed autonomously
based upon efficiency.

39. Results
39
• Codifed, associative, and analytic decision
models were employed autonomously
based upon efficiency.
• Multiple forms of risk assessment (risk
homeostasis, zero risk theory, threat
avoidance model) were employed
autonomously.

40. Discussion of the Results
40
• Provides insight as to where to focus
attention for future research in order to
most efficiently and effectively improve
pilot cognitive functioning.

41. Discussion of the Results
41
• Error-tolerant nature provides optimism
that the ultimate desired results are
realistically achievable across a relatively
wide spectrum of pilots.

42. Discussion of the Results
42
• Provide insight into possible immediate
actions to be taken to improve pilot
abilities in overcoming these emergencies.

43. References
43
VandenBos, G. (Ed.). (2007). APA dictionary of psychology (1st ed.). Washington,
DC: American Psychological Association.
Sternberg, R. & Sternberg, K. (2012). Cognitive Psychology (6th ed.).
Belmont, CA: Thomson Wadsworth.

44. QUESTIONS?

45. ERAU-WW
Master of Science in Human
Factors (MSHF) Degree

46. Goal
46
Develop graduates qualified to enter the human factors area
who are able to support the changing needs of industries
requiring improved operational efficiency and safety by
identifying applications of theory, cultivating innovation,
providing leadership and management, and solving
challenges associated with all aspects human factors of
aviation operations.

47. Courses
47
• Human Cognition (theory)
• Human Performance, Limitation, and Error
• Virtual Environments, Simulation, and Robotics
• Ergonomics and Biomechanics
• Aviation Psychology
• Aerospace Physiology
• Industrial Applications in Aerospace (operational application)
• Crew Platform Automation, Design, and Integration
• Cognitive Systems Engineering
• Systems Psychology
• Human Factors in Complex Systems (operational design)

48. Description
48
Two Options:
The MSHF will require:
• 36 credit hours for the capstone option
• 30 credit hours for the thesis option
• Will be delivered using all modalities offered by WW.
Two Specializations:
• Aerospace (Operations)
• Systems Engineering (Design/Development)

49. More Information
49
For more information about any of the topics covered in
this Webinar, including a copy of the full research report,
or information about the ERAU-WW MSHF degree
contact Dr. Balog at:
balogc@erau.edu

50. Thank You
50

51. Upcoming Webinars:
• Apr. 14 How to Make Safety Work in Your
Company
• May 12 Unmanned Aerospace Systems (UAS)
• Jun. 9 Interviewing to Get the Job
worldwide.erau.edu/newsroom/free-webinars.html

52. Todays Presentation:
Dr. Clint Balog
balogc@erau.edu
~~~
For questions about the webinar series:
Bill Gibbs, Webinar Series Coordinator
bill.gibbs@erau.edu