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is essential, but flying a cross-country trip or repairing a
collapsed landing gear requires “putting it all together” in
the right way to achieve success.
The following section looks at the challenge of learning
to perform several tasks at once, dealing with distractions
and interruptions, overcoming problems with fixation and
inattention. It also describes the benefits of using realistic
training scenarios to develop these abilities.
Multitasking
Multitasking is the simultaneous execution of two or more
tasks. A hallmark of the proficient pilot or mechanic is the
ability to multitask. In aviation, multitasking involves two
different abilities: attention switching and simultaneous
performance. It is useful to distinguish between the two types
of multitasking because developing both types of abilities is
an important part of aviation training.
Attention Switching
Continuously switching attention back and forth between
two or more tasks is attention switching. For example, when
Beverly uses a checklist to perform a preflight inspection, she
must continuously switch her attention between the checklist
and the equipment she is inspecting. She looks at the checklist
to retrieve the next step in the procedure, and then looks at
the equipment to perform the step.
For many kinds of tasks, attention switching is the only way
to accomplish multitasking. For example, it is generally
impossible to look at two different things at the same time.
The area of focused vision (called the fovea) is only a few
degrees in span and can only be directed to one location at a
time. Similarly, people cannot listen to two conversations at
the same time. While both conversations fall upon the ears at
once, people must devote their attention to the comprehension
of one, to the exclusion of the other.
Psychologists sometimes refer to these limiting features of
human information-processing capabilities as bottlenecks.
For example, people have bottlenecks within the individual
perceptual channels of hearing and seeing. Another important
bottleneck becomes apparent when people attempt to process
the information perceived or retrieved from memories.
2-25
Figure 2-20. A pilot is required to perform several tasks at once during approach and landings.
Indeed, it seems impossible to think about two different
things at the same time.
Simultaneous Performance
Performing several tasks at once, or simultaneous performance,
is the second type of multitasking. [Figure 2-20] This type
of multitasking becomes possible when no bottlenecks are
present and when one or more of the tasks being performed
are skills developed to the point of being automatic. For
example, the experienced instrument pilot is able to perform
basic attitude instrument flying while communicating with
ATC. For these pilots, scanning instruments and responding
to minor attitude deviations with small control inputs has
become automatic. The attentional resources of the pilot are
free to devote to thinking and talking about other topics.
It is important to note that the ability to simultaneously
perform tasks is a fragile phenomenon. For example, suppose
Beverly is performing the basic attitude control task and
communicating with ATC when she suddenly encounters
turbulence. The attitude control task quickly increases in
difficulty and begins to require more and more deliberate
attention. Her ability to perform both tasks simultaneously
quickly degrades.
Learning To Multitask
Since doing several things at once is a natural part of aviation,
instructors need to help students develop both types of
multitasking abilities: attention switching and simultaneous
performance. Before students are asked to perform several
tasks at once, instructors should ensure that the student
has devoted enough time to study and practice such that
the individual tasks can be performed reasonably well in
isolation.
Inexperience with an individual task can often hinder attempts
to learn combinations of it and other tasks. For example, a
student distracted by trying to interpret unfamiliar symbols on
a sectional chart inadvertently deviates from assigned attitude
or heading. An instructor recognizes the need to spend more
time with these skills in isolation. In this case, there is nothing
about the experience of controlling the aircraft that helps
students better understand chart symbols.
Distractions and Interruptions
A distraction is an unexpected event that causes the student’s
attention to be momentarily diverted. Students must learn to
　
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