Three studies were conducted to examine the correlates of adult attachment. In Study 1, an 18-item scale to measure adult attachment style dimensions was developed based on Kazan and Shaver's (1987) categorical measure. Factor analyses revealed three dimensions underlying this measure: the extent to which an individual is comfortable with closeness, feels he or she can depend on others, and is anxious or fearful about such things as being abandoned or unloved. Study 2 explored the relation between these attachment dimensions and working models of self and others. Attachment dimensions were found to be related to self-esteem, expressiveness, instrumentality, trust in others, beliefs about human nature, and styles of loving. Study 3 explored the role of attachment style dimensions in three aspects of ongoing dating relationships: partner matching on attachment dimensions; similarity between the attachment of one's partner and caregiving style of one's parents; and relationship quality, including communication, trust, and satisfaction. Evidence was obtained for partner matching and for similarity between one's partner and one's parents, particularly for one's opposite-sex parent. Dimensions of attachment style were strongly related to how each partner perceived the relationship, although the dimension of attachment that best predicted quality differed for men and women. For women, the extent to which their partner was comfortable with closeness was the best predictor of relationship quality, whereas the best predictor for men was the extent to which their partner was anxious about being abandoned or unloved. It is generally believed that the nature and quality of one's close relationships in adulthood are strongly influenced by affective events that took place during childhood, particularly within the child-caretaker relationship. Yet, only recently have social psychologists begun to integrate work on adult love relationships with developmental theory and research on the nature and functioning of parent-child relations (Hartup & Rubin, 1986; Kazan & Shaver, 1987;Hinde, 1979;HindeS Shaver & Hazan, 1988; Shaver, Hazan, & Bradshaw, 1988; Shaver R Weiss, 1982,1986). Of particular interest has been the extent to which a child's early attachment relationships with caretakers shape important beliefs about the self and social world, which then guide relationships in adulthood. Recently, Hazan and Shaver (1987) have used infant attachment theory (Ainsworth, Blehar, Waters, & Wall, 1978; Bowlby, 1982,1973,1980) as a framework for examining how adult love relationships are related to early parent-child interactions. The

https://labs.psych.ucsb.edu/collins/nancy/UCSB_Close_Relationships_Lab/Publications_files/Collins%20and%20Read,%201990.pdf

Adult attachment, working models, and relationship quality in dating couples.

This paper presents methods for collecting and analyzing physiological data during real-world driving tasks to determine a driver's relative stress level. Electrocardiogram, electromyogram, skin conductance, and respiration were recorded continuously while drivers followed a set route through open roads in the greater Boston area. Data from 24 drives of at least 50-min duration were collected for analysis. The data were analyzed in two ways. Analysis I used features from 5-min intervals of data during the rest, highway, and city driving conditions to distinguish three levels of driver stress with an accuracy of over 97% across multiple drivers and driving days. Analysis II compared continuous features, calculated at 1-s intervals throughout the entire drive, with a metric of observable stressors created by independent coders from videotapes. The results show that for most drivers studied, skin conductivity and heart rate metrics are most closely correlated with driver stress level. These findings indicate that physiological signals can provide a metric of driver stress in future cars capable of physiological monitoring. Such a metric could be used to help manage noncritical in-vehicle information systems and could also provide a continuous measure of how different road and traffic conditions affect drivers.

https://www.hpl.hp.com/techreports/2004/HPL-2004-229.pdf

Detecting stress during real-world driving tasks using physiological sensors

Simulation is a technique-not a technology-to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner. The diverse applications of simulation in health care can be categorised by 11 dimensions: aims and purposes of the simulation activity; unit of participation; experience level of participants; health care domain; professional discipline of participants; type of knowledge, skill, attitudes, or behaviours addressed; the simulated patient's age; technology applicable or required; site of simulation; extent of direct participation; and method of feedback used. Using simulation to improve safety will require full integration of its applications into the routine structures and practices of health care. The costs and benefits of simulation are difficult to determine, especially for the most challenging applications, where long term use may be required. Various driving forces and implementation mechanisms can be expected to propel simulation forward, including professional societies, liability insurers, health care payers, and ultimately the public. The future of simulation in health care depends on the commitment and ingenuity of the health care simulation community to see that improved patient safety using this tool becomes a reality.

https://qualitysafety.bmj.com/content/qhc/13/suppl_1/i2.full.pdf

The future vision of simulation in health care

Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed

Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.

This review examines recent research on groups and teams, giving special emphasis to research investigating factors that influence the effectiveness of teams at work in organizations. Several performance-relevant factors are considered, including group composition, cohesiveness, and motivation, although certain topics (e.g. composition) have been more actively researched than others in recent years and so are addressed in greater depth. Also actively researched are certain types of teams, including flight crews, computer-supported groups, and various forms of autonomous work groups. Evidence on basic processes in and the performance effectiveness of such groups is reviewed. Also reviewed are findings from studies of organizational redesign involving the implementation of teams. Findings from these studies provide some of the strongest support for the value of teams to organizational effectiveness. The review concludes by briefly considering selected open questions and emerging directions in group research.

/pdf/teams-in-organizations-recent-research-on-performance-and-16yic29f26.pdf

Teams in organizations: recent research on performance and effectiveness.

In this study, we describe changes in the nature of Crew Resource Management (CRM) training in commercial aviation, including its shift from cockpit to crew resource management. Validation of the impact of CRM is discussed. Limitations of CRM, including lack of cross-cultural generality are considered. An overarching framework that stresses error management to increase acceptance of CRM concepts is presented. The error management approach defines behavioral strategies taught in CRM as error countermeasures that are employed to avoid error, to trap errors committed, and to mitigate the consequences of error.

/pdf/the-evolution-of-crew-resource-management-training-in-4c39xevo6a.pdf

The evolution of Crew Resource Management training in commercial aviation.

The psychometric properties of the Personal Attributes Questionnaire were examined in independent samples of male and female high school students, college students, and adults. In each of the six samples a two-factor structure (masculinity/instrumentality and femininity/expressivity) paralleling the empirically derived scales was found. Additional factor analyses of negative masculine and feminine traits were reported. Discriminant analyses revealed highly significant differentiation between the sexes. The reliabilities (Cronbach alpha) of the unit-weighted scales in each sample were also satisfactory.

A psychometric analysis of the personal attributes questionnaire

The latest CRM programs explicitly focus on error and its management. 
CRM training, in its current state, can best be described as one of the 
critical interventions that can be used by organizations in the interests 
of safety. More specifically, pilot CRM skills provide countermeasures 
against risk and error in the form of threat and error avoidance, detection, 
and management. In the period just prior to the birth of these new 
programs, CRM training had been successfully applied to the U.S. and 
Western cockpit environments, although its acceptance was not universal. 
As we observed these cockpit programs applied mindlessly to non-Western 
pilot groups and nonpilot groups such as flight attendants, maintenance 
personnel, dispatch, and even to nuclear power plant and refinery 
operations, we began to see the effectiveness of the programs slipping. 
We tried two approaches. We initiated a new research program into the 
dimensions of national culture relevant to the aviation environment and 
CRM training in particular. By knowing more about national cultures we 
could begin to design CRM programs that were culturally sensitive and 
that would have greater impact on line operations. The pilot cul-ture, and 
that of individual organizations, also began to be understood as relevant 
to the success and failure of CRM programs. Simultaneously, we began 
to revisit the basic concepts of CRM in the hope of better explicating its 
goals and objectives. Perhaps there were universal objectives that could 
be derived that applied to pilots of all nations, and even to nonpilot 
groups. The marriage of these cultural research programs (What aspects 
of CRM should be tailored to specific organizations and cultures?) and 
a “back to basics” attempt to refine the goals and objectives of CRM(What are the universal goals?) produced the new generation of CRM 
programs that we describe as error management CRM (see Helmreich & 
Foushee, 1993; Helmreich & Merritt, 1998; Helmreich & Wilhelm, 1991; 
Helmreich, Merritt, & Wilhelm, 1999; Merritt & Helmreich, 1997; and 
Salas, Fowlkes, Stout, Milanovich, & Prince, 1999, for discussions of the 
evolution of CRM and outcomes of CRM training).

Culture, error, and crew resource management.

Participants' self-reports and measures of attitudes regarding flightdeck management indicate that crew resource management training is favorably received and causes highly significant, positive changes in attitudes regarding crew coordination and personal capabilities. However, a subset of participants reacted negatively to the training and showed boomerangs (negative change) in attitudes. Explorations into the causes of this effect pinpoint personality factors and group dynamics as critical determinants of reactions to training and of the magnitude and direction of attitude change. Implications of these findings for organizations desiring to enhance crew effectiveness are discussed, and areas of needed additional research are described.

Outcomes of crew resource management training.

A revised version of the Cockpit Management Attitudes Questionnaire (CMAQ) is introduced. Factor analyses of responses from 3 different samples reveal comparable factor structure (previous attempts to factor analyze this measure had produced equivocal results). Implications for the measurement of attitudes and the assessment of attitude change are discussed. It is argued that the CMAQ will benefit both special training programs and efforts to explore attitude-performance linkages in air-transport operations.

John A. Wilhelm

Papers

The evolution of Crew Resource Management training in commercial aviation.

A psychometric analysis of the personal attributes questionnaire

Culture, error, and crew resource management.

Outcomes of crew resource management training.

The structure of cockpit management attitudes