Predicting battlefield vigilance: a multivariate approach to assessment of attentional resources
Abbreviated Journal Title
vigilance; attentional resources; cognitive ability; fatigue; stress; military performance; WORKING-MEMORY LOAD; INDIVIDUAL-DIFFERENCES; SUSTAINED ATTENTION; TASK; ENGAGEMENT; SIGNAL SALIENCE; PERFORMANCE; STRESS; PERSONALITY; INTELLIGENCE; OPERATIONS; Engineering, Industrial; Ergonomics; Psychology, Applied; Psychology
Technological innovation increasingly requires operators in various applied settings to maintain vigilance for extended periods. However, standard psychometric tests typically predict less than 10% of performance variance. The present study (N = 462) aimed to apply the resource theory of sustained attention to construct a multivariate test battery for predicting battlefield vigilance. The battery included cognitive ability tests, a high-workload short vigilance task and subjective measures of stress response. Four versions of a 60-min simulated military battlefield monitoring task were constructed to represent different operational requirements. The test battery predicted 24-44% of criterion variance, depending on task version, suggesting that it may identify vigilant operators in military and other applied contexts. A multiple-groups path analysis showed that relationships between ability and vigilance were moderated by working memory demands. Findings are consistent with a diffuse theoretical concept of 'resources' in which performance energisation depends on multiple, loosely coupled processes. Practitioner Summary: Assessment of operators' competence in vigilant monitoring is increasingly important as automation technology becomes more prevalent. This study investigated the validity of a battery of measures of attentional resources in predicting vigilance on a military display monitoring task. Findings confirm that the multivariate approach substantially enhances prediction over existing approaches.
"Predicting battlefield vigilance: a multivariate approach to assessment of attentional resources" (2014). Faculty Bibliography 2010s. 5809.