Controlling the motivation of learner in their continuing use of the new auto-instructional devices could become a serious problem, since neither the devices themselves nor the performance knowledge they provide seems sufficient to maintain extended participation in the instruction. A selective review of the literature on knowledge of results, praise and reproof, competition, task interruption, and readability suggests techniques for better controlling such participation. Potentially useful applications are discussed, and limited try-out of variations, both within the program and instructional environment, is encouraged. (Author).

The objective of the research was to evaluate the training effectiveness of two cockpit procedures training devices, differing greatly in their physical fidelity (and, consequently, cost), in the teaching of ground cockpit procedures for a twin-engine, turboprop, fixed wing aircraft. One group of students received training in cockpit procedures in a relatively expensive, sophisticated, high-fidelity, computerized cockpit procedures trainer, while another group were trained in an inexpensive, low-fidelity mockup of the aircraft cockpit. Their subsequent performance in the actual aircraft was compared with that of a control group who received all of their procedures training in the aircraft. Results indicated that both training devices produced significant transfer of training, in terms of error and time reduction, in performance in the actual aircraft. There were no significant differences in training effectiveness of the two devices, in spite of their great differences in physical fidelity and cost. Implications for the design of procedures training devices and associated training programs are discussed. (Author).