TRANSFER AND QUASI-TRANSFER EFFECTS OF SCENE DETAIL AND VISUAL AUGMENTATION IN LANDING TRAINING

Beginning flight students were taught landings in a flight simulator w ith a visual landing display to examine the effects of scene detail, v isual augmented guidance, and number of landing training trials. Some students were trained in a control condition with no visual display. T ransfer was assessed in the airplane in relation to the amount of land ing training required prior to release for solo. Training with a low-d etail scene was better for transfer than was training with a moderate- detail scene. An interaction between scene detail and augmented guidan ce showed that augmented guidance enhanced transfer when used in train ing with a low-detail scene but degraded transfer when used in trainin g with a moderate-detail scene. The data also show that both visual an d nonvisual training in the simulator build skills that enhance transf er.