AL55182_473L_Query_Languge_II_Training_Oct66 AL55182 473L Query Languge II Training Oct66

AL55182_473L_Query_Languge_II_Training_Oct66 AL55182_473L_Query_Languge_II_Training_Oct66

User Manual: AL55182_473L_Query_Languge_II_Training_Oct66

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BWUXNG
1211
DEVELOPMENT
AND
EVALUATION
OF
SELF-INSTRUCTIONAL
TEXTS
AND
AN
OPERATIONAL
SPECIFICATION
FOR
COMPUTER
DIRECTED
TRAINING
IN
INTERMEDIATE
QUERY
LANGUAGE,
MODEL
II,
FOR
SYSTEM
473L,
UNITED
STATES
AIR
FORCE
HEADQUARTERS
October
1966
Doris
Clapp
Slough
David
P.
Yens
Judi
L.
Northrup
Harris
H.
Shettel
DECISION
SCIENCES
LABORATORY
ELECTRONIC
SYSTEMS
DIVISION
AIR
FORCE
SYSTEMS
COMMAND
UNITED
STATES
AIR
FORCE
L.G.
Hanscom
Field,
Bedford,
Massachusetts
Distribution
of
this
document
is
unlimited.
Project:
7682
Task:
768204
(Prepared
under
Contract
No.
AF
I9(628)-2935
by
the
American
Institutes
for
Research,
Pittsburgh,
Pennsylvania.)
AD6Wsr
LEGAL
NOTICE
When
U.S.
Government'
drawings,
specifications
or
other
data
are
used
for
any
purpose
other
than
a
definitely
related
government
procurement
operation,
the
government
thereby
incurs
no
responsibility
nor
any
obligation
whatsoever;
and
the
fact
that
the
government
may
have
formulated,
furnished,
or
in
any
way
sup-
plied
the
said
drawings,
specifications,
or
other
data
is
not
to
be
regarded
by
implication
or
otherwise
as
in
any
manner
licensing
the
holder
or
any
other
person
or
conveying
any
rights
or
permission
to
manufacture,
use,
or
sell
any
patented
invention
that
may
in
any
way
be
related
thereto.
OTHER
NOTICES
Do
not
return
this
copy.
Retain
or
destroy.
ESD-TR-66-637
(FINAL
REPORT)
DEVELOPMENT
AND
EVALUATION
OF
SELF-INSTRUCTIONAL
TEXTS
AND
AN
OPERATIONAL
SPECIFICATION
FOR
COMPUTER
DIRECTED
TRAINING
IN
INTERMEDIATE
QUERY
LANGUAGE,
MODEL
II,
FOR
SYSTEM
473L,
UNITED
STATES
AIR
FORCE
HEADQUARTERS
October
1966
Doris
Clapp
Slough
David
P.
Yens
Judi
L.
Northrup
Harris
H.
Shettel
DECISION
SCIENCES
LABORATORY
ELECTRONIC
SYSTEMS
DIVISION
AIR
FORCE
SYSTEMS
COMMAND
UNITED
STATES
AIR
FORCE
L.G
.
Hanscom
Field,
Bedford,
Massachusetts
Distribution
of
this
document
i
s
unlimited.
Project:
7682
Task:
768204
(Prepared
under
Contract
No.
AF
I9(628)-2935
by
the
American
Institutes
for
Research,
Pittsburgh,
Pennsylvania.)
FOREWORD
One
of
the
research
goals
of
the
Decision
Sciences
Laboratory
is
the
development
of
design
principles
for
automated
training
sub-
systems
which
could
be
built
into
future
Information
Systems.
Such
subsystems
would
provide
Information
Systems
with
the
capability
of
automatically
training
their
own
operators.
The
need
for
such
on-
the-Job
training
capability
has
already
become
apparent.
To
be
able
to
design
such
a
capability
requires
first
the
solution
of
many
con-
ceptual
and
experimental
problems.
Task
768204,
Automated
Training
for
Information
Systems,
under
Project
7682,
Man-Computer
Information
Processing,
was
established
to
formulate
and
answer
some
of
these
questions.
This
report
is
one
in
a
planned
series
supporting
Task
768204.
The
project
was
undertaken
by
Decision
Sciences
Laboratory
in
support
of
the
473L
Systems
Program
Office.
Dr.
Sylvia
R.
Mayer
of
Decision
Sciences
Laboratory
served
as
Air
Force
Task
Scientist
and
contract
monitor.
Contract
support
was
provided
by
the
American
Institutes
for
Research,
Pittsburgh,
Pennsylvania,
under
Contract
No.
AF
19(628)-2935,
with
Mr.
Harris
H.
Shettel,
principal
investigator;
Mrs.
Doris
Clapp
Slough,
project
director;
Mr.
David
P.
Yens;
and
Miss
Judl
L.
Northrup.
The
technical
guidance
and
support
provided
by
Lt.
Colonel
Wood
Ellis
of
the
USAF
Command
Post
are
gratefully
acknowledged.
Thanks
are
also
extended
to
the
personnel
of
the
USAF
Command
Post
who
served
in
the
field
tests
of
this
course.
In
ensuring
the
development
of
the
operational
specification
for
computer
directed
training
in
accordance
with
approved
473L
standaros,
the
A.I.R.
project
staff
had
the
extremely
valuable
guidance
of
Dr.
William
F.
Bennett,
Mr.
Marvin
L.
Chenevert,
and
Mr.
Jack
D.
Schiff
of
the
Federal
Systems
Division
of
International
Business
Machines,
Inc.
This
is
gratefully
acknowledged.
In
addition,
helpful
contributions
to
the
training
design
for
the
computer
directed
training
package
were
made
by
Lt.
Colonel
Wood
Ellis,
Dr.
Sylvia
R.
Mayer,
Mr.
Jack
D.
Schiff,
and
Mr.
Marvin
L.
Chenevert.
This
technical
report
has
been
reviewed
and
is
approved.
DONALD
W.
CONNOLLY
/
ROY
MORGAN
Project
Officer
/
Colonel,
USAF
Decision
Sciences
Laboratory
Director,
Decision
Sciences
Laboratory
11
ABSTRACT
This
report
summarizes
the
development
and
evaluation
of
a
programed,
self-instructional
course
for
on-the-job
training
of
Air
Staff
personnel
in
the
use
of
Intermediate
Query
Language,
Model
II.
This
is
an
information
retrieval
language
used
with
the
computer
based,
Air
Force
command
and
control
system,
System
473L.
In
addition,
it
describes
a
computer
directed
training
capability
that
was
designed
specifically
to
use
System
473L
itself
to
effectively
and
efficiently
provide
training
in
Query
Language.
The
report
describes
the
need
for
on-the-job
training
and
the
rationale
for
a
computer
directed
training
capability
to
provide
this
training.
It
describes
the
development
of
the
programed
text,
•
^he
text
itself,
and
the
effectiveness
of
the
text
materials
based
on
tryout
data.
Finally,
a
description
of
the
proposed
computer
directed
training
course
is
given,
with
emphasis
on
the
training
design.
The
473L
System
configuration
using
the
AN/FYQ-11
computer,
towards
which
this
study
was
oriented,
will
not
be
implemented
for
the
Headquarters
U.
S.
Air Force
Command
and
Control
System.
How-
ever,
this
design
study
for
the
training
subsystem
may
be
of
inter-
est
to
researchers
on
computer-directed
instructional
systems.
ill
Table
of
Contents
(cont.)
Page
3.3.1.2
Provision
for
Adaptation
of
the
Capability
.
33
3.3.1.3
The
Training
Sequence
Logic
33
3.3.2
Operating
Procedures
and
the
Procedural
Flow
Diagram
45
3.4
Discussion
and
Recommendations
49
REFERENCES
51
APPENDICES
A
-
Number
of
Frames
in
Each
Volume
of
the
Program
B
-
Final
Test
C
-
Final
Test
Scoring
and
Answer
Key
D
-
Sequence
and
Contents
of
the
Computer
Directed
Training
Sets
TABLES
1
-
Average
Error
Rates
on
Draft
Volumes
Pertaining
to
QL
that
Were
Used
in
the
Preliminary
Tryouts
....
25
2
-
Percent
Error
for
Each
Trainee
on
the
Program
and
Percent
Correct
on
the
Te3t
for
Each
of
the
Preliminary
Tryouts
25
3
-
Background
Data
for
Trainees
Participating
in
the
Field
Tryout
26
4
-
Program
Completion
Time
for
Each
Trainee
27
5
-
Percent
Correct
Scores
on
Final
Test
for
Individual
Trainees
in
the
Field
Tryout
28
6
-
Design
for
Computer-Directed
Training
Overlay
Process
Step
Key
Functions
46
FIGURES
1
-
Schematic
Diagram
of
Planned
Information
Flow
in
the
Design
for
a
Second-Generation
473L
System
14
2
-
A
description
of
the
Proposed
Procedural
Steps
Required
to
Retrieve
Data
for
a
Specified
Problem
Using
Query
Language
15
3
-
A
Partial
Listing
and
Description
of
the
Data
Files
.
17
4
-
An
Incomplete
Table
with
Typical
Values
18
Table
of
Contents
(cont.)
Page
FIGURES
(cont.)
5
-
An
Example
of
How
Information
is
to
be
Retrieved
from
the
Data
Files
Using
Query
Language
19
6
-
Formats
and
Functions
of
SUM
in
the
Output
Selector
.
.
20
7
-
Examples
of
Input
and
Output
Formats
for
SUM
21
8
-
The
Training
Sequence
Logic
Flow
Diagram
for
Computer
Directed
Training
40
vi
Editor's
Note
The
reader
should
note
that
the
473L
System
configuration
using
the
AN/PYQ-11
computer,
towards
which
this
study
was
ori-
ented,
will
not
be
Implemented
for
the
Headquarters
U.
S.
Air
Force
Command
and
Control
System.
This
report
Is
presented
since
the
general
design
of
the
training
subsystem
could
serve
as
a
model
for
other
computer-
directed
training
courses
in
other
computer-based
military
infor-
mation
systems.
vii
Section
i
INTRODUCTION
1.1
BACKGROUND
Query
Language
is
a
constrained
version
of
the
English
language
which
has
been
developed
as
a
mode
of
man-machine
communication
in
the
Air
Force
Command
and
Control
System,
System
473L
(this
system
is
described
in
section
1.2).
Query
Language
has
evolved
over
a
period
of
time
to
accommodate
projected
changes
in
the
system
hardware
(viz.,
from
the
IBM
1410
to
the
Librascope
3055
)>
and
to
permit
problem
solutions
for
additional
areas
of
resource
management.
This
evolution
involved
three
successive
versions
of
the
language,
in
the
fol-
lowing
order:
OTC
Query
Language;
Query
Language
Model
I;
and
Query
Language
Model
II.
The
modifications
in
the
language
were
substantial
enough
so
that
personnel
trained
in
the
use
of
the
Query
Language
designed
for
the
Operational
Training
Capability
(OTC)
phase
of
System
473L
could
not
easily
transi-
tion
to
the
use
of
the
Query
Language
designed
for
the
Model
II
phase
of
System
473L.
In
addition,
appropriate
training
was
needed
for
new
personnel.
Therefore,
a
new
training
package
was
requested
to
teach
the
version
of
Query
Language
appropriate
to
the
Model
II
phase
of
System
473L.
It
was
further
requested
that
a
detailed
description
be
developed
for
a
computer
directed
training
capability,
in
accord
with
473L
standards,
so
that
the
Air
Force
could
evaluate
the
feasibility
of
implementing
such
a
capability.
This
report
describes
the
development
of
a
programed,
self-
instructional
course
designed
for
on-the-job
training
of
System
473L
users
in
Intermediate
Query
Language,
Model
II.
!
In
addi-
tion,
it
describes
the
development
of
an
operational
specifica-
tion
for
a
computer
directed
training
(CDT)
capability
designed
specifically
to
use
the
473L
System
Itself
to
effectively
and
efficiently
train
Air
Staff
personnel
in
the
use
of
Intermediate
Query
Language,
Model
II.
The
proposed
computer
directed
training
capability
has
further
significance
in
its
potential,
with
appropriate
adaptations,
for
providing
training
in
other
uses
of
System
473L.
In
addition,
the
general
design
of
the
training
course
set
forth
in
the
operational
specification,
i.e.,
the
training
sequence
logic,
could
serve
as
a
model
for
similar
computer
directed
training
courses
in
other
computer
based
military
systems.
1.2
THE
AIR
FORCE
COMMAND
AND
CONTROL
SYSTEM
(473L)
System
473L
is
an
information
processing
and
retrieval
system
located
in
the
Air
Force
Command
Post
at
the
Pentagon.
An
integral
part
of
the
system
is
a
large
capacity
computer.
^The
scope
of
Intermediate
Query
Language,
Model
II,
is
defined
in
Chapter
3
of
473L-OS-40:
Oper
ational
Specif
icat
ion
fo
r
Query
Langua
ge,
Mo
del
II,
dated
13
April
1965,
Unclassified.
The
system
Is
designed
for
use
by
Air
Staff
personnel
In
solving
USAF
resource
management
problems.
There
are
two
basic
methods
of
communication
between
the
System
473L
operator
and
the
data
processing
subsystem:
l)
operational
capability
overlays
and
2)
Query
Language.
With
the
overlay
capabilities
the
operator
is
guided
in
selecting
and
making
his
input
but
his
retrieval
of
information
is
restricted
to
a
set
of
pre-
viously
specified
outputs.
With
Query
Language,
the
operator's
input
is
not
guided,
but
his
retrieval
of
information
is
not
as
restricted.
Thus,
Query
Language
is
a
vital
complement
to
the
overlay
method
of
communication
with
System
473L.
1.3
THE
TRAINING
PROBLEM
In
developing
an
overall
training
strategy,
consideration
was
given
to
two
interacting
aspects
of
the
training
problem:
the
training
task
Itself
and
the
trainees.
The
use
of
System
473L
is
not
restricted
to
a
small
number
of
system
operators;
it
is
intended
that
this
system,
including
Query
Language,
be
used
by
a
large
number
of
Air
Staff
personnel.
These
constituted
the
potential
trainees
for
this
course.
It
was
specified
that
the
training
course
should
teach
only
Intermediate
Query
Language,
since
It
includes
those
aspects
of
the
language
that
are
mo3t
commonly
used
by
Air
Staff
personnel.
The
more
advanced
uses
of
Query
Language
are
restricted
primarily
to
programmer
use
(e.g.,
for
maintaining
and
updating
the
data
base),
and
thus
these
uses
were
not
con-
sidered
appropriate
for
the
proposed
course.
Proficient
U3e
of
Intermediate
Query
Language
requires
a
knowledge
of
both
the
structure
and
contents
of
the
system
data
base
and
the
rules
regulating
the
use
of
vocabulary,
syntax,
grammar,
and
punctuation
of
Query
Language.
In
addi-
tion,
since
Query
Language
must
be
entered
on
the
System
473L
Integrated
console,
the
user
must
ultimately
become
proficient
in
the
operation
of
this
console.
Thus,
while
training
on
tne
basic
use
of
the
console
is
not
an
integral
part
of
this
train-
ing
course,
it
was
considered
desirable
to
incorporate
practice
on
the
operations
that
are
most
frequently
used
to
input
Query
Language.
1.4
THE
TRAINING
STRATEGY
Due
to
the
dynamic
structure
and
large
size
of
the
data
base
for
System
473L,
the
dynamic
nature
of
Query
Language
itself,
the
frequent
turnover
of
Air
Staff
personnel,
and
the
vagaries
of
their
normal
and
emergency
duty
schedules,
effec-
tive
and
efficient
training
of
Air
Staff
personnel
as
profi-
cient
users
of
Query
Language
requires
an
on-the-job
training
capability.
1.4.1
The
Need
for
a
Programed,
Self-Instructional
Text
.
The
need
for
maximum
flexibility
In
the
required
training
schedule
to
adapt
to
the
needs
of
individual
trainees,
in
terms
of
both
individual
learning
rates
and
individual
schedules
of
Air
Force
duties,
suggested
the
desirability
of
developing
programed,
self-
instructional
materials
that
could
be
used
for
on-the-job
training.
1.4.2
The
Need
for
an
Operational
Specification
for
Computer
Directed
Training
.
Since
System
473L
is
an
information
processing
system,
it
is
capable
of
implementing
both
training
and
evaluation
functions.
The
desirability
of
using
the
system
itself
as
an
adaptive
training
device,
in
conjunction
with
programed
training
materials,
was
suggested
by
several
considerations:
1)
The
design
for
the
second-generation
System
473L
has
certain
physical
characteristics
that
make
it
especially
amenable
to
perform-
ing
training
and
evaluation
functions.
The
computer's
integrated
console
contains
a
keyboard
to
permit
operator
inputs
and
an
overlay
board
to
permit
access
to
the
internal
program.
The
overlay
is
especially
useful,
since
a
special
panel
can
be
cesigned
to
provide
the
trainee
with
direct
access
to
and
control
over
the
computer
directed
training
functions.
The
computer
can
be
programmed
to
evaluate
trainee
inputs.
In
addition,
the
integrated
console
has
a
cathode
ray
tube
output
that
permits
alphanumeric
displays.
Such
displays
can
be
used
to
present
both
instructional
(cue)
anc
evalua-
tive
(test)
materials.
Further,
the
system
permits
time-sharing,
so
that
more
than
one
training
station
could
be
made
available
at
any
one
time;
2)
Letting
the
trainee
use
the
system
itself
for
training
would,
it
is
believed,
make
the
training
materials
inherently
more
interesting
and,
as
a
result,
increase
the
trainee's
motivation
to
complete
the
course.
It
should
also
enhance
the
trainee's
profi-
ciency
in
performing
specific
system
operations.
Enhanced
facility
in
operating
the
system
would
probably
increase
the
frequency
with
which
trainees
would
use
the
system
in
the
future;
3)
The
design
for
the
System
473L
computer
permits
more
flexibility
than
conventional
training
materials
in
adapting
the
content
and
sequence
of
instruction
to
fit
individual
needs.
Remedial
sequences
and
content
can
be
contingent
on
an
evaluation
of
a
series
of
criterion
responses;
4)
In
addition,
a
computer
can
be
more
flexibly
responsive
than
a
text
In
complying
with
trainee
requests
for
particular
training
materials.
That
is,
a
computer
is
more
adaptable
to
learner-controlled
instruction.
This
is
a
significant
advantage
not
only
for
the
training
phase
of
a
course,
but
more
especially
for
proficiency
maintenance
training,
when
the
trainee
is
more
capable
of
self-evaluation
and
determination
of
necessary
remedial
materials;
5)
Not
only
can
knowledge
of
results
be
immediate,
but
analysis-feedback
can
be
provided
to
the
trainee
based
on
his
specific
past
performance;
6)
Due
to
the
computer's
planned
capability
for
rapid
data-
analysis
and
its
large
storage
capacity,
detailed
recording
and
analysis
of
trainee
responses
and,
therefore,
increased
accuracy
in
assessing
trainee
proficiency
and
determining
needs
for
specific
revisions
in
the
training
materials,
is
more
feasible
than
with
conventional
materials;
7)
The
potential
high-speed
printout
capability
provides
auto-
matic
records
of
student
progress;
8)
A
further,
potentially
significant
advantage
of
a
computer
directed
training
capability
is
that,
with
some
adaptations,
it
could
also
be
used
to
provide
training
in
other
uses
of
System
473L.
Pretest
data
from
the
tryouts
conducted
with
the
programed
text
for
OTC
Query
Language
2
indicated
that
the
potential
trainees
are
relatively
homogeneous
in
terms
of
their
prior
knowledge
of
Query
Language,
e.g.,
on
the
pretest
used
for
the
initial
tryout,
no
trainee
scored
higher
than
three
per
cent.
Therefore,
com-
puter
directed
training
was
considered
most
desirable
for
the
final
phases
of
training,
when
there
would
be
a
greater
need
for
instructional
flexibility
due
to
increased
variability
in
trainee
proficiency.
However,
it
was
felt
that
the
increased
motivation
for
training
and
the
projected
increase
in
future
use
of
the
system
due
to
increased
operator
proficiency
would
justify
the
additional
expenditure
necessary
to
provide
computer
direction
for
all_
phases
of
training,
provided
that
this
training
capability
would
not
impede
the
operational
capabilities
of
System
473L.
In
view
of
the
above
advantages
of
a
computer
directed
training
capability,
the
Air
Force
decided
that
a
detailed
operational
specification
should
be
developed
to
describe
such
a
capability
and
this
operational
specification
should
then
be
evaluated
to
assess
the
feasibility
of
implementation
in
terms
of
the
impact
on
System
4/3L
operational
capabilities
and
the
scope
of
programming
required
for
this
capability.
Since
the
need
for
the
programed,
self-Instructional
text
was
immediate
and
the
feasibility
of
computer
directed
training
was
uncertain,
^A
description
of
the
development
and
evaluation
of
the
programed
text
for
OTC
Query
Language
is
presented
in
reference
1.
The
text
itself
is
presented
in
reference
2.
the
Air
Force
Indicated
that
the
programed
Instructional
text
materials
should
be
developed
first
and
that
they
should
constl
tute
a
self-sufficient
package,
not
dependent
on
any
aspect
of
the
computer
directed
training
package.
Section
II
THE
DEVELOPMENT
OF
THE
PROGRAMED
TEXT
3
The
development
of
the
programed
text
involved
several
suc-
cessive
phases
of
work:
the
selection
of
course
objectives
and
content;
the
selection
of
training
strategies;
the
drafting
of
the
programed
materials,
and
initial
program
tryouts
and
revi-
sions;
and
the
field
tryout
and
revision.
These
phases
are
described
below.
In
addition,
this
section
describes
the
final
program
and
supplementary
materials,
and
evaluates
the
effec-
tiveness
of
the
text.
2.1
THE
SELECTION
OF
COURSE
OBJECTIVES
AND
CONTENT
The
primary
objective
of
the
programed
instructional
text
is
to
enable
trainees
to
write
statements
in
Intermediate
Query
Language,
Model
II,
that
could
be
used
to
retrieve
information
needed
to
solve
moderately
difficult
resource
management
problems,
stated
in
English.
Subcriterion
objectives
that
were
prerequisites
to
the
primary
objective
Included
an
orientation
to
the
473L
System,
and
knowledge
of
the
organization
of
information
in
the
data
files
in
computer
storage.
Before
preparing
the
draft
instructional
program,
it
was
necessary
to
define
the
specific
content
of
the
materials
that
would
most
effectively
and
efficiently
reach
the
established
terminal
objectives.
Then,
appropriate
training
strategies
were
selected
on
a
topical
basis,
according
to
their
appropriateness
for
each
topic.
Since
Query
Language
transitioned
from
Model
I
to
Model
II
during
the
period
of
development,
the
original
outline
and
training
strategies
were
specific
to
Query
Language,
Model
I;
as
Query
Language
evolved,
changes
were
made
In
the
program
to
correspond
to
the
changes
in
content.
Thus,
revisions
during
program
development
required
not
Just
changes
In
training
strategy
but
also
substantial
changes
In
program
content.
2.2
THE
SELECTION
OF
TRAINING
STRATEGIES
Training
strategies
are
based
on
the
interaction
of
three
factors:
trainee
characteristics,
the
course
objectives,
and
specific
characteristics
of
the
course
content.
2.2.1
Trainee
Characteristics
.
The
following
profile
describes
pertinent
characteristics
of
the
population
of
new
trainees
who
will
use
this
course:
most
trainees
will
have
reached
a
minimum
educational
level
of
12
years
of
public
schooling;
they
will
have
received
a
10-hour
indoctrination
course
on
the
473L
System,
3The
programed
text
for
Query
Language,
Model
II,
is
presented
in
reference
3«
including
a
one-hour
orientation
lecture
on
the
use
of
Query
Language;
they
will
have
received
no
formal
training
in
the
use
of
Query
Language;
they
will
have
already
acquired
limited
pro-
ficiency
in
using
the
Integrated
console
in
the
overlay
mode
of
operation.
Since
initial
variability
of
potential
trainees
in
terms
of
their
prior
knowledge
of
Query
Language
is
negligible,
it
did
not
appear
urgent
for
the
content
of
instruction
to
be
varied
for
individual
trainees.
That
is,
there
seemed
to
be
no
need
to
use
special
techniques
such
as
branching
or
gating
to
accommodate
for
wide
differences
in
previous
knowledge.
In
writing
the
instructional
materials,
an
attempt
was
made
to
gear
the
reading
difficulty
to
the
ninth
grade
level
in
order
to
facilitate
training
efficiency.
This
was
done
by
exerting
control
over
sentence
length;
checking
the
level
of
infrequently
used
words
and,
whenever
possible,
replacing
those
whose
level
was
unusually
high;
and,
on
a
more
empirical
basis,
by
revising
those
steps
which
appeared
difficult
in
terms
of
initial
tryout
data.
4
2.2.2
The
Course
Objectives
.
The
primary
objective
of
this
course,
as
mentioned
previously,
is
to
develop
proficiency
in
writing
Query
Language
statements
for
a
representative
set
of
problem
types.
This
required
the
development
of
verbal,
con-
ceptual
skills.
The
instructional
programing
techniques
selectee
as
most
appropriate
were
the
use
of
small
steps,
careful
se-
quencing,
overt
written
responding
(with
responses
building
in
complexity
as
more
material
is
learned),
immediate
confirmation,
and
self-pacing.
The
selection
of
this
methodology
was
based
on
previous
experience
at
the
Institutes
with
its
application
to
similar
training
problems.
2.2.3
Characteristics
of
the
Course
Content
.
The
selection
of
an
overall
programing
methodology
was
primarily
dependent
on
trainee
characteristics
and
the
terminal
objectives.
More
spe-
cific
training
strategies
were
selected
on
the
basis
of
the
characteristics
of
the
subject
matter.
One
of
the
strategies
contingent
on
the
course
content
was
the
extent
to
which
the
data
in
computer
storage
should
be
sampled
by
the
training
problems.
The
stored
information
in
System
473L
is
extensive
and
AF
documents
are
available
to
aid
the
operator
in
determining
the
location
and
format
of
the
data
to
be
accessed.
Further,
some
of
the
data
files
have
varying
frequency
of
use;
an
individual
file
might
be
used
rarely
by
some
Air
Force
personnel
and
very
frequently
by
others,
depending
on
the
primary
function
^he
grade
level
of
words
was
determined
by
referencing
Thorndike,
E.
L.
&
Lorge,
I.
The
teacher's
word
book
of
30*000
words.
New
York:
Columbia
University,
1959.
8
of
the
particular
user
group
(e.g.,
logistics,
personnel,
etc.).
Therefore,
it
was
decided
that
while
basic
training
should
exhaust
the
possible
capabilities
and
variations
in
format
of
Intermediate
Query
Language,
this
training
could
not
feasibly
be
applied
to
an
exhaustive
sample
of
the
actual
data
in
computer
storage.
There-
fore,
the
range
of
data
for
which
the
trainees
were
to
write
Query
Language
statements
during
the
training
course
was
not
intended
to
be
exhaustive
but
to
constitute
a
representative
sample
of
the
types
of
information
in
computer
storage.
This
approach
was
expected
to
minimize
training
time
by
reducing
the
redundancy
inherent
in
an
approach
that
sampled
all
data.
To
provide
for
effective
transfer
of
training
for
the
retrieval
of
types
of
data
not
specifically
covered
in
the
training
course,
the
trainees
were
to
receive
extensive
practice
in
the
use
of
the
AF
documents
specifying
the
location
and
format
of
data.
The
sequencing
of
training
steps
was
dependent
on
the
intrinsic
interaction
among
the
items
to
be
covered.
For
example,
understanding
the
structure
of
a
Query
Language
statement
requires
knowledge
of
the
organization
of
information
in
computer
storage.
Therefore,
the
structure
of
the
computer
files
was
taught
early
in
the
course.
As
in
this
case,
whenever
possible
sequencing
was
designed
to
optimize
the
amount
of
positive
transfer
from
one
con-
cept
to
another.
2.3
DESCRIPTION
OF
THE
FINAL
PROGRAM
T
he
Preprogr
am.
A
preprogram
of
34
frames
was
developed
to
.iarize
the
trainees
with
the
characteristics
of
the
textual
2.3.1
famil:
program
and
take
the
place
of
an
initial
orientation
lecture
on
self-instructional
programing.
This
preprogram
is
designed
to
be
taken
prior
to
the
programed
books
on
Query
Language
and
would
enable
trainees
to
start
the
Query
Language
textual
program
with-
out
any
additional
assistance.
Thus,
the
preprogram
reduces
to
a
bare
minimum
the
need
to
utilize
the
time
of
training
personnel.
2.3.2
T
he
Textual
Prog
r
am
on
Query
Language
.
2.3.2.1
Number
of
frames
.
Appendix
A
shows
the
number
of
frames
in
each
volume
of
the
programed
text
on
Query
Language.
The
total
number
of
frames,
counting
the
preprogram,
Is
1448.
2.3.2.2
C
ontent
of
f
rames.
The
program
is
cumulative
in
that
the
ability
to
write
Query
Language
statements
depends
on
a
number
of
subcriterion
skills,
and,
therefore,
the
subcriterion
skills
were
developed
first.
The
dependence
of
the
criterion
upon
subcriterion
skills
is
reflected
by
the
sequence
of
topics
In
the
program.
Thus,
the
initial
sections
of
the
program
develop
the
subcriterion
skills:
successively,
133
frames
are
devoted
to
an
orientation
to
the
473L
System;
43
frames
cover
the
organization
of
information
in
the
data
files;
21
frames
cover
the
selection
of
the
file
from
which
the
desired
data
might
be
obtained;
and
51
frames
cover
the
selection
of
the
attributes
and
values
that
need
to
be
specified;
the
major
portion
of
the
program,
consisting
of
977
frames,
pro-
vides
intensive
development
of
the
ability
to
write
Query
Language
statements.
The
last
three
volumes,
consisting
of
189
frames,
give
extensive
guidance
and
practice
in
the
use
of
the
Air
Force
Data
Control
Manuals,
so
that
the
trainee
can
learn
to
write
"complex"
Query
Language
statements,
which
require
great
facility
in
working
with
a
number
of
data
files,
and
so
that
the
trainee
can
become
proficient
in
using
these
manuals
and
be
able,
In
the
future,
to
readily
access
data
from
files
that
he
has
not
pre-
viously
worked
with
or
from
files
that
he
is
not
extensively
familiar
with.
The
strategy
used
in
developing
proficiency
in
writing
Query
Language
statements
is
to
require
that
trainees
learn
the
func-
tional
correspondence
between
the
rules
of
format
and
the
appro-
priate
computer
operations.
An
important
factor
in
this
develop-
ment
of
proficiency
is
the
ability
to
understand
the
organization
of
the
data
files.
The
importance
of
this
factor
is
illustrated
by
the
frames
below,
excerpted
from
Volumes
XI
and
XII.
For
illustrative
purposes,
the
frame
answers
are
also
shown
here,
enclosed
in
[
]
and/or
underlined
where
appropriate.
Volume
XI:
MIN
and
MAX
Functions
MIN
and
MAX
as
Values
1.
Another
function
which
Query
Language
can
perform
is
to
select
entries
with
maximum
and
minimum
values
of
a
particular
attribute.
To
find
an
airfield
with
the
longest
runway,
you
would
want
to
select
the
entry
with
the
(minimum/maximum)
["maximum]
value
for
RNWY
LENGTH.
L
"
J
3.
Which
of
the
two
entries
below
will
be
selected?
(Airfield
name)
[
Hobson]
...
WITH
RNWY
LENGTH
=
MAX
...
AFLD
NAME
HOBSON
CHECKER
RNWY
LENGTH
15000
11500
RNWY
WIDTH
150
200
5.
When
MAX
or
MIN
are
used,
the
entry
must
meet
all
ot
her
qu
alifications
first
.
In
the
following
example,
Hobson
has
the
longest
runway.
However,
it
does
not
qualify
because
it
is
not
in
the
["
united
States]
.
The
entry
that
will
be
selected
is
[Dow].
...
WITH
COUNTRY
=
USA,
RNWY
LENGTH
=
MAX
...
AFLD
NAME
HOBSON
DOBSON
HOWE
DOW
COUNTRY
CANADA
USA
FRANCE
USA
RNWY
LENGTH
13700
9500
9000
10000
10
14.
If
there
is
a
tie
for
the
minimum
or
maximum
value,
you
can
select
between
those
entries
by
specifying
a
further
minimum
or
maximum
modifier.
A
second
modifier
will
be
in
effect
only
if
there
is
a
tie
resulting
from
the
first
modifier.
In
the
fol-
lowing
example,
circle
the
entries
which
will
be
selectee
by
the
first
modifier.
Of
the
circled
entries,
which
one
will
be
selected
by
the
second
modifier?
Place
a
check
above
that
entry.
WITH
RNWY
LENGTH
=
MAX,
RN
WYiWI
DTH
=
MIN
AFLD
NAME
RNWY
LENGTH
RNWY
WIDTH
ABLE
10000
150
BAKER
12000
200
/CHARLIE
\
12500
\
130
I
DOBBS
10000
250
/HIBBLER
12500
y
200
MIN
and
MAX
as
Computed
Attributes
22.
WIT
131PIS
UNIT
LOC
AMARILLO
MDS
F100F
ACFT
RDY
19
CRWS
RDY
16
Suppose
you
want
to
know
whether
the
131st
FIS
at
AMARILLO
has
enough
crews
to
man
the
operationally
ready
aircraft.
You
can
answer
this
by
determining
which
of
two
attributes
has
a
minimum
value;
the
two
attributes
to
be
compared
are
and
fACFT
RDY]
and
[CRWS
RDY]
either
order
23
UNIT
131FIS
UNIT
LOC
AMARILLO
MDS
F100F
ACFT
RDY
19
CRWS
RDY
16
The
values
of
ACFT
RDY
and
CRWS
RDY
may
be
compared
within
each
column,
or
entry.
Therefore,
the
minimum
(or
maximum)
of
these
values
may
be
determined
for
each
column,
or
[en
try"].
24.
For
a
given
set
of
with
the
maximum
value,
to
specify
the
one
with
(attribute,
attribute,
alternate
you
would
the,
minimum
value
the,
i
attributes,
to
specify
the
one
use
[MAX]
(attribute,
attribute,
you
would
use
fMIN
27.
For
all
tanker
aircraft,
we
want
to
know
the
MDS,
anr'
the
AVG
TKCFF
WT
or
the
AVG
LAND
WT,
whichever
is
lower.
Complete
the
Query
RETRIEVE
ACFT
CHAR
WITH
ACFT
CAT
=
TANKER
THEN
LIST
MDS,
[
MIN
(
AVG
T
K
OFF
WT
,
AVG
LAND
WT)"
]1
ii
Volume
XII:
GREATEST
and
LEAST
2.
When
an
attribute
may
have
more
than
one
value
per
entry,
and
the
values
are
numeric,
we
may
not
want
to
print
out
all
the
values.
We
may
want
to
print
out
only
the
value
which
Is
greatest
or,
on
the
opposite
extreme,
the
[
"least
(smallest,
etc.
)~[.
5.
When
an
attribute
has
more
than
one
numeric
value
per
entry,
you
can
write
a
QL
statement
to
find
the
[
"greatest
or
("least"!
value
for
that
entry.
L
J
L
J
either
order
8.
In
the
table
shown
below,
the
greatest
or
least
value?
PLAN
IDENT
BASIC
PLAN
MDS
for
which
attribute
could
you
find
fSTAGE
CRWS
RQ.1
STAGE
CRWS
RQ
PLAN
IDENT
file
1234A
1234B
1235A
123
123
123
F100A
PI
TO
P100A
B32
F100C
F100D
20
31
16
15
10
14
1235B
123
B47E
B5-S
21
25
33.
While
attribute
=
MAX
is
designed
to
select
the
one
entry
that
has
the
maximum
value
for
the
specified
attribute,
attribute
=
GREATEST
selects
one
value
of
the
specified
attribute
for
each
[
entry
],
and
a
correspondingTvalue
]
for
every
other
attribute
that
belongs
to
the
same
[
subset]
37.
We
want
to
know
the
plan
identifications
and
all
the
sus-
taining
phase
data
available
pertaining
to
the
sustaining
MDS's
with
the
largest
number
of
total
flying
hours
for
each
entry
in
the
PLAN
IDENT
file.
Write
the
Query.
Obtain
a
display
in
any
format.
RETRIEVE
PLAN
IDENT
WITH
TOTAL
FLY
HRS
5
GREATEST
THEN
LI
ST
PLAN
IDEN
T,
SUSTAIN
MDS,
TOTAL
FLY
H
RS,
TOT
E
LAPSED
TIME
-I
2.3.2.3
Reference
materials
.
As
are
presented
on
individual
frame
the
location
and
format
of
data,
exhibits
external
to
the
programe
together
in
one
volume
and
are
us
descriptions
of
data
files,
etc.,
by
the
program
to
avoid
unnecessa
individual
frames.
An
additional
consists
of
a
series
of
review
pa
and
their
use
are
described
below
ide
from
the
illustrations
which
s
and
the
AF
documents
specifying
the
textual
program
utilizes
36
d
books.
Of
these,
3b
are
bound
ed
to
display
diagrams,
models,
that
are
frequently
referenced
ry
repetition
of
material
on
exhibit
that
is
bound
separately
nels.
The
major
types
of
exhibits
12
a)
Schematic
Dia
gram
of
Information
Flow
In
the
473L
System
.
This
diagram,
shown
In
Figure
1,
was
prepared
as
an
aid
In
devel-
oping
an
understanding
of
the
473L
System,
in
which
Query
Language
is
a
major
mode
of
data
retrieval.
This
diagram
shows
the
possible
flows
of
information
in
the
473L
System
when
Query
Language
is
used
for
data
retrieval:
it
shows
the
types
of
input
components,
the
flow
of
Input
through
the
computer
to
the
storage
files,
and
the
flow
of
output
data
to
the
output
component.
This
aid
is
used
exclusively
In
the
first
part
of
the
program,
which
presents
a
brief
orientation
to
the
473L
System.
b)
Illustrations
of
Vario
us
Syste
m
Components
.
These
exhibits
are
intended
to
facilitate
the
trainee's
orientation
to
the
4731
System.
c)
A
Descriptio
n
o
f
the
Procedural
Steps
Required
to
Retrieve
Da
ta
for
a
Specifie
d
Problem
Us
ing
Query
Language.
This
exhibit,
shown
in
Figure
2,
gives
a
brief,
step-by-step
description
of
the
overall
process
of
problem
solution,
Including
an
Initial
problem,
the
operator's
actions,
the
operation
of
the
computer,
ana
the
output
of
data.
c)
A
Descrip
t
ion
of
the
Data
Files.
This
exhibit
is
used
to
help
orient
the
trainee
to
the
names
of
the
data
files
anc
their
general
contents.
An
excerpt
from
this
exhibit
is
given
in
Figure
3«
e)
Char
ts
Showlngthe
Con
ceptua_l
Categoriza
tion
of
the
Data
Files.
These
charts
group
the
data
files
according
to
subject
matter
(e.g.,
airfield
information,
personnel
information,
etc.)
and
according
to
the
level
of
data
description
(e.g.,
narrative
descriptions,
detailed
characteristics,
index
data,
etc.).
These
are
used
to
help
the
trainee
become
proficient
in
accessing
the
proper
file.
f)
Sample
Tables
with
an
I
ncom
ple
te
Li
sting
of
A
t
tributes
a
nd
Typical
Val
ues
.
these
tables
are
used
in
the
program
to
develop
the
trainee's
concept
of
the
organization
of
data
stored
in
the
data
files.
One
such
table
is
shown
in
Figure
4.
Shorter
excerpts
from
tables
are
frequently
shown
on
individual
frames.
g)
An
Exam
p
le
of
How
Infor
mation
Is
Ret
rieved
from
the
Data
Files
Using
Query
Language.
This
exhibit,
shown
in
Figure
5,
illustrates
the
overall
retrieval
process
by
presenting:
a
sample
set
of
files,
including
an
excerpt
(with
hypothetical
values)
from
the
file
from
which
information
is
to
be
retrieved
for
the
solu-
tion
of
a
problem;
and,
the
Identification
of
each
element
of
a
Query
Language
statement
with
the
successive
selection
from
these
computer
storage
files
of
a
particular
file,
particular
columns
of
data,
and
the
desired
output
data.
h)
The
Basic
Output
D
irect
ors
.
This
exhibit
shows
the
basic
output
directors,
the
output
device
for
each,
and
the
format
cf
output
data.
13
i)
Examples
of
Corrective
Action
Following
Error
Message
s
.
As
part
of
the
Initial
orientation
to
the
473L
System,
an
exhibit
Is
used
to
Illustrate
the
type
of
display
on
the
Integrated
console's
CRT
display
screen
for
several
different
types
of
error,
and
the
action
that
should
be
taken
In
each
case
to
correct
the
erroneous
Query
Language
statement.
j)
Rules,
Formats,
Examples
of
Input
and
Output,
and
Other
Te
aching
Aids
for
Special
Query
Language
Function
s
(such
as
GCD,
SUM,
titles,
3orts,
special
directors
using
the
SAVE
table,
CHECK,
and
Complex
Queries).
These
exhibits
are
used
to
help
the
trainee
learn
and
discriminate
between
the
different
formats
and
functions
of
each
Query
Language
function.
Examples
of
these
exhibits
are
Figures
6
and
J.
k)
Re
tive
revie
They
summa
functions
Indicator,
data
files
format,
ru
ment,
of
s
attributes
etc.
view
Panels
.
These
are
intended
to
be
used
for
a
cumula-
w
of
the
first
70$
of
the
program
(through
Volume
XIX).
rize
the
information
taught
about
the
sequencing
and
of
the
basic
Query
Language
elements,
such
as
the
file
the
qualifier,
etc.;
the
organization
of
data
in
the
;
the
output
devices
and
formats;
and,
the
function,
les
for
use,
and
relation
to
the
other
parts
of
a
state-
pecific
parts
or
types
of
the
basic
elements,
such
as
,
special
kinds
of
attributes
(e.g.,
SUM
and
GCD),
values,
QL
ENTRIES
PUNCHED
CARDS
QL
ENTRIES
HIGH-SPEED
PRINTER
QL
ENTRIES
T
L-3055
COMPUTER
(AN/FYQ-11)
QL
ENTRIES
I/O
TYPEWRITER
QL
ENTRIES
CRT
DISPLAY
SCREEN
MULTICOLOR
DISPLAY
SCREEN
INTEGRATED
CONSOLE
(IC)
IAN/FYA-2]
CONTROL
KEYS
AND
LIGHTS
ALPHANUMERIC
|A/N|
KEYBOARD
PROCESS
STEP
KEYS
IT
OTHER
CONSOLES
CONSOLE
PRINTER
Fig.
1.
Schematic
diagram
of
planned
information
flow
in
the
design
for
a
second-generation
473L
System.
14
Step
1.
We
define
the
problem.
In
this
example,
we
need
to
find
out
the
names
of
all
airfields
with
runways
of
at
least
10,000
ft.
This
information
is
stored
somewhere
in
the
3055
data
files.
All
we
need
to
do
is
get
it
out.
STORAGE
UNIT
L-3055
DATA
BASE
Millions
of
Items
of
Information
--
•
similar
to
a
large
library
--
revised
every
day.
L-3055
COMPUTER
Step
2
The
operator
selects
a
program
(RETRIEVE)
and
the
correct
file
(AIRFIELDS)
from
a
description
of
the
data
base
in
specially
prepared
AF
documents.
Step
3.
The
operator
selects
the
correct
attribute
names
(RftWY
LENGTH
and
AFLD
NAKE)
from
a
description
of
the
data
base.
>
-
Step
4.
The
operator
writes
a
Query
Language
statement.
RETRIEVE
AIRFIELDS
WITH
RNWY
LENGTH
>
10000
THEN
LISTV
AFLD
NAME,
RNWY
LENGTH"]
Step
5-
The
operator
types
in
the
QL
entry
on
the
Integrated
Console.
TO
COMPUTER
5
Fig.
2.
A
description
of
the
proposed
procedural
steps
required
to
retrieve
data
for
a
specified
problem
using
Query
Language.
15
Step
6.
The
computer
selects
the
RETRIEVE
program
and
starts
processing
the
QL
statement.
i
i
PROCESSING
/
UNIT
PROGRAMS
RETRIEVE
L-3055
COMPUTER
OL
STATEMENT
FROM
IC
Step
7.
The
RETRIEVE
program
selects
the
correct
file,
AIRFIELDS
.DATA_
RETRIEVE
PROGRAM
PROCESSING
UNIT
L-3055
COMPUTER
and
the
correct
attribute
and
the
correct
qualifying
columns,
and
the
correct
output
attributes
specified
by
the
selector.
AFLD
NAME
RNWY
LENGTH
AIRFIELDS
]
I
LENGTH
13000
11
'
000
8500
9
'
000
T_LS_|^S1^£1
J
I
Step
8.
The
computer
sends
the
output
to
the
selected
device
(
LISTV
specifies
the
CRT
display
screen
of
the
IC).
L-3055
COMPUTER
INTEGRATED
CONSOLE
Step
9.
The
desired
data
Is
outputtec
in
the
desired
format
(LISTV
specifies
vertical
format).
CRT
DISPLAY
SCREEN
Fig.
2
(cont.)
16
File
Name
Abbreviation
File
Name
Clear
ACFT
CHAR
ACFT
MSL
MAINT
ACFT
PLAN
FAX
AFLD
CLIM
INDEX
AFLD
CLIM
REEL
AIRFIELD
INDEX
AIRFIELDS
AIRFIELD
CLIM
AIRFIELD
REEL
AIRMEN
AFSC
Aircraft
Characteristics
Aircraft/Missile
Maintenance
Aircraft
Planning
Factors
Airfield
Climatology
Reel
Index
File
Airfield
Climatology-
Reel
File
Airfield
Tape
Reel
Index
File
Airfield
Disk
File
Airfield
Climatology
File
Airfield
Reel
File
Description
"Physical,
operational,
anc
logistic
information
on
USAF
and
civilian
reserve
aircraft.
Schedules
for
normal
anc
com-
pressed
rates
of
maintenance
in
a
depot
for
each
MDS,
and
the
origin
and
destination
unit
of
the
aircraft.
Factors
used
in
solving
opera-
tional
problems
dealing
with
aircraft/airfield
compatibility
and
traffic
compatibility,
and
the
planning
for
contingencies
that
involve
aircraft
anc
war
materiel
items.
Location
of
current
and
backup
tape
reels,
and
the
reel
number
in
which
data
for
a
given
country
Is
located.
Climatic
data
such
as
tempera-
ture,
precipitation,
and
fre-
quency
of
occurrence
of
speci-
fic
ceiling
and
visibility
conditions
by
month
for
approxi-
mately
3500
airfields.
Location
of
current
and
backup
tape
reels,
and
the
reel
number
in
which
data
for
a
given
country
is
located.
Basic,
frequently
used
data
concerning
airfields
(rnwy
data
only
for
longest
runway).
Monthly
meteorological
data
on
airfields
in
the
disk
and
reel
airfield
files.
All
data
concerning
airfields,
including
climatology
data.
Airmen
AFSC
(Air
A
breakdown
of
the
AFSC
1
3,
Force
Specialty
with
the
meanings
of
each
Code)
File
part
of
the
code.
Fig.
3.
A
partial
listing
and
description
of
the
data
files
17
AIRFIELD
REEL*
AFLD
NAME
ANDREWS
LOGAN
MACDILL
COUNTRY
USA
USA
USA
STATE
MD
MASS
FLA
AVOAS
CAP*«
200
150
180
RNWY
LENGTH
1
2
12000
11G500
10000
9500
9000
8050
RNWY
WIDTH
3
4
1
9#
6000
230
8000
210
7500
190
2
200
200
210
3
190
180
180
4
150
RNWY
SPC
1
CONCRT
CONCRT
ASPHALT
2
CONCRT
CONCRT
CONCRT
3
ASPHALT
CONCRT
ASPHALT
4
ASPHALT
NAVAID
TACAN
TACAN
ILS
FACILITY
AIR/GND
TOWER
GCA
TOWER
TOWER
•
One
difference
between
the
AIRFIELD
REEL
file
and
the
AIRFIELDS
file
is
that
the
AIRFIELDS
file
is
on
disk
and
contains
runway-
data
for
only
the
longest
runway,
but
the
AIRFIELD
REEL
file
is
on
tape
and
contains
data
for
all
runways.
**Values
for
AVGAS
CAP
are
in
thousands
of
gallons
(K
GAL).
Fig.
4.
An
incomplete
table
with
typical
values.
18
RETRIEVE
AIRFIELDS
WITH
/
L-3055
/
PROGRAM
NAME
RETRIEVE
PDR
RCDR
til,!,,,
,,11,.!!,.
„.
,ll„
,.l
tliiiin
i,n,
„
!..<
)ll.,
,i
::.
»il
>•'
)
(ii,i„i
nii.,1
„„l„,
y!
(II,ho
oil
IKIIIII
nlloiil,
Ilulclltll
nollo
nil,
c
v
,„.|l„
„ll„„l
,,,,,
II,,!
II,.
,,,,,.11.
,,l„„,
II..I
ill
,
(yi.nll
Hi,
nil,,,,
lixyiu.lln
,,11
:
•
•«-!
„l
!„<,,„
n
ylll,
oli,„,
<>
,,;:,,::,,
yll„
\
DATA
BASE
V
FILE
NAMES
ACFT
CAT
,:„,
oiiniin
AIRFIELDS
ollol
I,,,-,,,
•
ill
>
>•"<•
PLAN
IDENT
l'l
«"i
..lli.llu
iy„„ll
>'"•'
"1
nlctlilm
ollntlii
FORCE
STATUS
,",!„,
,,ll,,ll,,
,,
•
„,
„ll,,„l„.
,11,.
„l„,
(ll.llll
ollol
In,
y
nollo
ullonlio
y
ell
11,11,
1
I.II,
Mil,,,
,'
,,,,,.11,,
,,ll,„,i„,
.11,,
„ll,,„l„,
jll,,
,,
llll,,„l„,
yMll
,1
,
,'
,,!„,,
|l„l
,11,1,,
ii
II..I
,11
II,.:'
dllllO
ollol
li.",,
,,11,1,1
.!l,i
ullonlio
|,h
lulcl
liKyimllii
olh,
in.
ylli.
niton
1!
nollo
iil
1
,,,,
In,
y\
Ho
ol
Ilolcllil
DATA
IN
AIRFIELDS
FILE
\~
J
-
I
COUNTRY
COUNTRY=USA
ELEV
<100
-«—•+--—H-
AFLD
NAME
STATE
ELEV
USA
ANDREWS
MD
130
USA
I
LOGAN
I
!
SHAW
•
!
T
i
°{
I
USA
ALTUS
OKLA
^30
CANADA
HILL
75
CANADA
DOVER
I
280
THEN
LIST
AFLD
NAME
QUALIFIED
AND
SELECTED
DATA
OUTPUT:
C0U.J7RY
USA
USA
AFLD
HAM::
-^—
LOGAN
<
SHAW-
STATE
'1AS3
OA
ELEV
ELEV
55
90
-*
•
K
AFLD
;IA:IL
ELEV
LOGAN
SHAW
Fig.
5.
An
example
of
how
Information
Is
to
be
retrieved
from
the
data
files
using
Query
Language.
19
format
functions
a.
simple
form
—
one
SUM
control
attribute
and
one
summed
attribute.
...
SUM
BY
SUM
control
attribute
(summed
attribute)
...
Example
...
SUM
BY
UNIT
(ACFT
POSS)...
b.
general
form
--
multiple
SUM
control
attributes
and
summed
attributes.
...
SUM
BY
SUM
control
attribute
EY
SUM
control
attribute
BY
SUM
control
attribute
(summed
attribute,
summed
attribute,
...)
...
Example
...
SUM
BY
UNIT
BY
MDS
(ACFT
RDY,
CRWS
RDY)
...
c.
short
form
(no
SUM
function
in
the
qualifier).
...
SUM
(summed
attribute,
summed
attribute,
...)
...
Example
...
SUM
(ACFT
RDY,
ACFT
POSS)
...
d.
short
form
if
a
SUM
function
has
been
specified
in
the
qualifier.
...
SUM
...
Example
...
LISTH
UNIT,
UNIT
LOC,
SUM"]
Will
sum
values
of
summed
attribute
for
each
value
of
the
SUM
control
attribute.
Will
sum
values
of
each
summed
attribute
for
every
combination
of
values
of
the
SUM
con-
trol
attributes.
Will
provide
a
total
3um
(over
all
entries
that
qualify).
Outputs
sums
already-
computed
in
the
qualifier
Fig.
6.
Formats
and
functions
of
SUM
in
the
output
selector.
20
POB
(C)
ITEM
(C)
STORAGE
LOC
SL
ASSET
(S)
entry
PARKERSBURG
CHAFF
RR131
ARNOLD
MULDOON
VICTORY
5000
7000
3000
entry
SAMPSON
CHAFF
RR131
ARNOLD
VICTORY
4000
7000
1.
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
CHAFF
RR131,
STORAGE
LOC
=
VICTORY
THEN
LIST
SL
ASSET"!
output:
SL
ASSET
2.
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
CHAFF
RR131,
STORAGE
LOC
=
VICTORY
THEN
LIST
SUM
(SL
ASSET)'
output
SUM
SL
ASSET
3-
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
CHAFF
RR131
THEN
LIST
SUM
BY
STORAGE
LOC
(SL
ASSET)"]
output:
STORAGE
LOC
SUM
SL
ASSET
Fig.
7.
Examples
of
input
and
output
formats
for
SUM.
21
2.3.2.4
Program
format
.
Each
"frame"
consists
of
two
parts,
a
stimulus
panel
and
an
answer
panel.
A
stimulus
panel
consists
of
written
material,
Including
at
least
one
Incomplete
statement;
missing
words
or
phrases
are
indicated
by
blanks.
Answer
panels
contain
the
missing
words
or
phrases.
In
some
cases,
where
this
appeared
appropriate,
the
missing
words
or
phrases
are
presented
in
their
appropriate
context
(from
the
stimulus
panel)
on
the
answer
panel.
Stimulus
panels,
and
likewise
response
panels,
are
presented
three
to
a
page,
on
sequential
pages
of
bound
volumes.
Frames
that
relate
to
a
relatively
discrete
topic
are
bound
together;
thus,
separate
topics
are
usually
denoted
by
separate
volumes.
The
sequence
of
stimulus
and
answer
panels
is
shown
in
the
schematic
on
the
following
page.
2.3.3
Computer
Exercises
.
Although
developing
proficiency
In
using
the
integrated
console
is
not
a
primary
task
of
the
pro-
gramed
text,
it
was
suggested
that
some
experience
in
actually
using
the
console
to
retrieve
data
with
Query
Language
statements
would
have
a
motivating
affect.
In
addition,
the
exercises
are
to
be
used
to
permit
trainees
to
become
adept
at
interpreting
and
reacting
to
Error
Messages
related
to
Query
Language
inputs,
dis-
played
on
the
CRT
display
screen.
The
computer
exercises
are
designated
for
use
at
points
scattered
throughout
the
course.
The
instructions
for
these
exercises
are
bound
together
in
an
Exercise
Book.
2.3.4
Test
.
Two
tests
were
developed
for
use
in
evaluating
the
Query
Language
course.
One
wa3
used
during
the
preliminary
try-
outs
to
test
the
first
70$
of
the
program.
The
other
test
is
the
final
posttest,
which
is
cumulative
over
the
entire
content
of
the
program;
a
copy
of
this
test
is
shown
in
Appendix
B.
A
copy
of
the
final
test
answer
and
scoring
key
is
in
Appendix
C.
The
final
posttest
is
designed
primarily
to
evaluate
pro-
ficiency
in
writing
Query
Language
statements;
it
requires
the
trainee
to
write
a
representative
sample
of
the
types
of
Query
Language
statements
taught
throughout
the
program.
This
test
was
used
at
the
completion
of
the
programed
course
to
evaluate
the
overall
effectiveness
of
the
course,
and
to
indicate
neces-
sary
specific
revisions
In
the
program.
In
the
future,
this
test
can
be
used
to
evaluate
the
proficiency
of
individual
trainees.
The
almost
exclusive
emphasis
in
the
final
test
on
proficiency
in
writing
Query
Language
statements
reflects
both
the
importance
of
this
objective
and
the
fact
that
the
level
of
proficiency
In
writing
Query
Language
statements
also
reflects,
in
most
cases,
the
level
of
proficiency
in
the
subcriterlon
behaviors.
22
23
2.4
THE
DRAFTING
OF
FRAMES,
INITIAL
PROGRAM
TRYOUTS,
TECHNICAL
REVIEW,
AND
REVISIONS
Draft
frames
were
baaed
on
the
Initial
specification
of
course
objectives,
content,
and
training
strategies.
As
succes-
sive
portions
of
the
program
were
completed,
they
were
given
pre-
liminary
tryouts
and
a
review
for
technical
accuracy,
and
revised
on
the
basis
of
the
tryout
data
and
technical
comments.
Due
to
the
evolving
nature
of
Query
Language,
some
changes
in
frames
were
also
necessitated
by
changes
in
the
language
itself.
Prior
to
the
field
tryout
on
the
entire
text,
there
were
two
preliminary
tryouts
and
revisions.
The
volumes
evaluated
in
the
first
tryout
constituted
about
38$
of
the
final
text.
The
volumes
in
the
second
tryout
included
the
volumes
used
in
the
first
tryout
plus
additional
materials;
the
total
number
of
volumes
in
the
second
tryout
amounted
to
about
70$
of
the
final
text.
The
two
preliminary
tryouts
and
revisions
are
described
below.
2.4.1
Subjects
.
All
of
the
preliminary
tryouts
were
conducted
at
the
Pentagon
with
a
small
number
of
Air
Force
personnel
who
were
typical
of
the
target
population.
Four
trainees
participated
in
the
first
tryout.
In
the
second
tryout,
these
trainees
took
only
the
materials
that
had
been
drafted
subsequent
to
the
first
tryout;
two
new
trainees
took
all
of
the
materials
that
had
been
drafted
up
to
this
point
(approximately
70$
of
the
final
program).
2.4.2
Results
.
Since
the
number
of
subjects
for
the
preliminary
tryouts
was
small,
the
results
were
used
for
the
very
limited
purpose
of
revising
the
programed
text.
Generalizations
to
other
programed
materials
are
not
appropriate.
Percent
correct
pretest
scores
for
individual
trainees
were
low:
the
median
score
for
the
six
trainees
participating
in
the
two
preliminary
tryouts
was
2.9$;
the
range
was
0.5$
to
10.0$.
For
the
preliminary
tryouts,
the
average
error
rate
on
each
draft
volume
of
the
programed
text
(not
counting
Volume
I
-
the
preprogram,
for
which
the
error
rate
was
negligible)
is
given
in
Table
1
below.
The
error
rates
ranged
from
3-65$
to
24.2$.
The
median
error
rate
for
the
draft
volumes
was
8.5$.
As
shown,
only
two
out
of
14
volumes
had
an
error
rate
exceeding
10$.
Volumes
II
through
IX
were
used
in
draft
form
in
the
first
tryout;
the
average
error
rate
on
this
portion
of
the
program
was
8.3$.
In
addition
to
the
revised
volumes
II-LX,
Volumes
X
through
XIV
were
used
in
draft
version
in
the
second
tryout;
the
average
error
rate
on
draft
volumes
X-XIV
was
7-6$.
24
TABLE
1
Average
Error
Rates
on
Draft
QL
Volumes
That
Were
Used
in
the
Preliminary
Tryouts
First
Tryout
Second
Tryout
Rate
Volume
Average
Error
Rate
x
8.8$
XI
8.1
XII
4.7
XIII
7.0
XIV
8.7
Volume
Average
Err
II
6.6$
III
8.5
IV
23.4
V
9.1
VI
9.6
VII
3.65
VIII
24.2
IX
5.2
Individual
error
scores
on
the
first
70$
of
the
draft
program
and
percent
correct
posttest
scores
on
the
test
covering
this
por-
tion
of
the
program
are
given
in
Table
2
below
for
each
preliminary
tryout.
TABLE
2
Percent
Error
for
Each
Trainee
on
the
Program
and
Percent
Correct
on
the
Test
for
Each
of
the
Preliminary
Tryouts
Tryout
1
Si
S
2
s
3
S
4
Draft
Program
9.9$
6.0$.
9-9$
7.5$
Test
96$
95$
90$
79$
Tryout
2
s
5
s
6
Draft
Program
2.8$
6.2$
Test
92$
88$
The
average
posttest
score
for
the
first
tryout
was
90$
and
likewise
for
the
second
tryout.
In
view
of
the
high
posttest
scores
and
the
fairly
low
error
rates
on
even
the
draft
volumes
--
with
a
couple
of
exceptions
--
and
considering
the
apparent
lack
of
relationship
between
program
error
rates
and
proficiency
on
the
posttest,
revisions
were
mostly
based
on
the
technical
review
and
the
critical
comments
of
the
trainees.
25
2.5
FIELD
TRYOUT
AND
REVISION
2.5.1
Design
.
While
the
scale
of
the
field
test
was
restricted
by
the
limited
availability
of
personnel
representative
of
the
target
population,
the
scale
was
sufficient
since
the
field
test
was
used
exclusively
for
very
specific
evaluative
and
diagnostic
purposes:
it
was
used
to
evaluate
the
effectiveness
of
the
pro-
gramed
course
in
terms
of
the
specified
objectives,
and
to
diag-
nose
areas
of
Query
Language
that
trainees
had
difficulty
in
learning,
for
which
revisions
were
required
in
the
training
mate-
rials.
As
previously
mentioned,
the
primary
objective
of
the
program
is
to
enable
Air
Staff
personnel
to
write
Query
Language
statements
for
the
solution
of
moderately
difficult,
specified
problems.
Evaluation
of
the
program's
effectiveness
in
achieving
this
objec-
tive
was
based
exclusively
on
the
trainees'
proficiency
on
the
criterion
test,
which
emphasized
ability
to
write
Query
Language
statements.
2.5.2
Subjects
.
As
shown
in
Table
3
below,
seven
of
the
eight
trainees
had
taken
the
earlier
programed
course
on
OTC
Query
Language,
which
was
the
first
operational
version
of
Query
Language;
five
had
had
prior
training
on
either
Model
I
or
Model
II
Query
Language;
and,
three
of
the
trainees
had
actually
participated
in
the
preliminary
tryouts
with
the
draft
materials
covering
approximately
70%
of
the
program
on
Inter-
mediate
Query
Language,
Model
II.
TABLE
3
Background
Data
for
Trainees
Participating
in
the
Field
Tryout
Participated
in
the
Previous
Training
Preliminary
Tryouts
on
in
either
Model
I
the
Draft
Program
for
or
Model
II
QL
Model
II
QL
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
No
No
No
No
No
No
No
Since
the
structure
of
Query
Language
changed
greatly
from
OTC
to
Model
II,
the
previous
training
of
some
subjects
in
OTC
Query
was
not
seen
as
a
serious
problem;
in
fact,
in
transitioning
from
OTC
Query
Language
to
Query
Language,
Model
II,
it
is
problematic
whether
transfer
of
training
was
positive
or
negative.
In
either
event,
there
was
an
overriding,
pragmatic
justification
26
Previous
Trainee
Training
in
OTC
QL
I
1
4
§
Yes
Yes
Yes
Yes
Yes
s
l
Yes
s
8
Yes
No
for
the
selection
of
these
particular
trainees
to
participate
in
the
field
tryout:
the
tryout
was
utilized
by
the
Air
Force
as
an
opportunity
to
meet
current
training
needs.
All
of
the
trainees
completed
the
programed
course
on
Intermediate
Query
Language,
Model
II,
but
only
five
took
the
final
test.
These
were
the
trainees
Identified
in
Table
3
as
S
2
,
So,
Sc,
Sy,
and
Sg.
2.5-3
Administration
of
the
Field
Tryout
.
The
tryout
was
admin-
lstered
by
Air
Force
personnel.
Aside
from
an
initial
briefing,
direct
monitoring
was
negligible.
Work
on
the
course
was
done
at
the
Pentagon,
on
a
flexible
schedule.
Other
Air
Force
duties
were
interpolated,
as
required,
by
each
individual.
Interspersed
activities
consisted
of
the
trainees
1
normal
duties
at
the
Pentagon
in
their
regular
section.
Trainees
worked
on
the
course
an
average
of
6-1/2
hours
per
day.
Total
training
time
varied
from
a
minimum
of
five
days
to
a
maximum
of
eight
days.
Since
there
was
no
significant
relationship
between
program
error
rates
and
test
proficiency
in
the
preliminary
tryouts
of
the
program,
and
since
the
collection
and
analysis
of
program
error
data
is
very
time-consuming,
it
was
not
considered
worthwhile
(and
it
was
definitely
not
expedient)
to
collect
program
error
data.
The
only
data
collected
from
the
field
tryout
were
program
com-
pletion
times
and
percent
correct
scores
on
the
final
test.
After
the
instructional
program
wa3
completed,
each
trainee
was
given
a
posttest
designed
to
evaluate
his
proficiency
in
writing
Query
Language
statements.
As
mentioned
previously,
a
copy
of
this
test
appears
in
Appendix
B.
2.5.4
Results
of
the
Field
Tryout
.
2.5.4.1
Completion
times
for
the
programed
materials
.
Since
Interruption
of
progress
on
the
program
to
perforrr
other
duties
was
intermittent,
recording
exact
times
would
have
been
burden-
some.
Therefore,
the
average
number
of
hours
per
day
was
esti-
mated,
at
6-1/2
hours,
and
the
completion
time
for
each
trainee
was
recorded
In
terms
of
the
total
number
of
days
required
to
finish
the
program.
The
completion
time
for
each
individual
trainee
is
shown
in
Table
4
below.
The
average
number
of
days
for
completion
was
6.3
days;
at
6-1/2
hours
per
day,
this
meant
an
average
of
roughly
41
hours
to
complete
the
program.
TAELE
4
Program
Completion
Time
for
Each
Trainee
Trainee
Time
Trainee
Time
Si
6-1/2
days
S5
7
days
5
2
6
days
S5
5
days
53
7
days
Sj
6
days
54
5
days
Sg
8
days
27
2.5.4.2
Scores
on
the
final
posttest
.
As
mentioned
previously,
the
final
test
was
taken
by
only
five
of
the
trainees
partici-
pating
in
the
field
tryout.
Scores
for
individual
trainees
on
the
final
test
are
shown
in
Table
5.
TABLE
5
Percent
Correct
Scores
on
Final
Test
for
Individual
Trainees
Participating
in
the
Field
Tryout
S2
94.6$
S?
46.5
Si
80.2
Sj
86.8
Ss
72.4
The
average
percent
correct
score
on
the
final
test
was
76.1$.
The
median
was
80$,
with
scores
ranging
from
46.5$
to
94.6$.
Thus,
scores
on
the
field
tryout
final
test
were
lower
than
those
obtained
on
the
posttest
covering
70$
of
the
program,
which
was
used
in
the
preliminary
tryouts.
The
most
probable
explanation
for
this
is
twofold:
l)
the
last
30$
of
the
program
had
not
previously
been
tried
out;
and,
2)
the
last
30$
of
the
program
was
intrinsically
more
difficult,
overall,
than
the
first
70$,
and
the
final
test
was
correspondingly
more
difficult
than
the
posttest
used
in
the
preliminary
tryouts
5
.
2.5.5
Revisions
After
the
Field
Tryout
.
Since
time
was
a
critical
factor
in
completing
the
revisions,
revisions
were
restricted
to
those
based
on
data
from
the
final
test.
The
first
step
in
revising
the
program
was
to
make
a
few
additional
technical
revisions
based
on
information
obtained
from
Air
Force
experts
on
Query
Language.
Further
revisions
in
the
program
were
based
on
errors
made
on
the
final
test.
For
each
item
missed
on
the
test,
corresponding
topical
sequences
were
identified.
Appropriate
revisions
were
made
in
these
sequences.
The
revision
based
on
test
errors
was
considered
of
critical
importance
and
ample
time
was
devoted
to
this
work
in
order
to
adequately
revise
for
all
recurrent
test
errors.
^As
seen
in
Table
3>
trainees
S2
and
S3
had
previously
participated
in
the
preliminary
tryouts
of
the
draft
program;
their
scores
on
the
test
covering
the
first
70$
of
the
entire
program
were
90$
and
79$
>
respectively.
The
substantial
drop
in
SVs
score
would
seem
to
indicate
that
the
final
test
was
substantially
more
difficult
(for
him)
than
the
posttest
used
in
the
preliminary
tryouts.
28
2.6
DISCUSSION
AND
RECOMMENDATIONS
Generally,
the
results
of
the
field
tryout
indicated
that
the
programed
course
can
train
to
a
satisfactory
level
of
proficiency
over
a
period
of
about
six
days,
using
a
massed
training
schedule
of
roughly
6-1/2
hours
per
day.
Past
experience
with
a
similar
programed
course
on
OTC
Query
Language
indicated
that
a
training
schedule
requiring
less
time
per
day
achieves
a
slightly
higher
level
of
proficiency
6
.
Thus,
if
the
immediate
need
for
personnel
trained
in
Query
Language
is
not
especially
urgent,
a
spaced
schedule
of
about
two
to
four
hours
per
day
would
be
most
desir-
able.
But
if
immediate
training
is
critical,
a
massed
schedule
could
be
used
with
only
a
small
penalty
expected
in
terms
of
the
final
proficiency
level.
For
the
Implementation
of
this
course
as
a
training
device,
it
is
recommended
that
the
final
test
be
retained
for
evaluative
and
motivational
purposes.
It
is
also
recommended
that
the
inte-
grated
console
exercises
be
used
to
demonstrate
data
retrieval
for
a
variety
of
Queries.
While
these
demonstration
exercises
would
be
on
the
computer,
they
would
not
be
computer
directed.
If
it
is
possible
to
provide
the
adaptive,
computer
directed
training
course
described
In
the
next
section,
this
would
be
recommended
in
preference
to
the
programed
text.
6A
massed
practice
group
(approximately
seven
hours
per
day)
scored
Qkf
on
the
posttest
and
had
an
average
error
rate
of
7.8%.
A
spaced
practice
group
(approximately
two
hours
per
day)
scored
90$
on
the
posttest
and
had
an
average
error
rate
of
5.0%.
More
detailed
data
are
available
in
reference
1.
29
Section
III
DEVELOPMENT
OF
THE
OPERATIONAL
SPECIFICATION
FOR
COMPUTER
DIRECTED
TRAINING
3.1
INTRODUCTION
The
rationale
for
using
computer
directed
training
in
Query
Language
was
described
in
Section
1.4.2
of
this
report.
The
terminal
product
of
this
phase
of
the
project
is
the
Operational
Specification
for
Computer
Directed
Training
in
Intermediate
Query
Language,
Model
II,
for
System
473L,
February
196b
7
.
This
operational
specification
completely
describes
the
training
de-
sign
and
the
necessary
operating
procedures
for
the
proposed
computer
directed
training
capability.
A
description
of
the
scope
of
programming
required
for
the
implementation
of
this
capability,
and
the
impact
it
will
have
on
System
473L
opera-
tional
capabilities
is
contained
in
a
report
prepared
by
the
Federal
Systems
Division
of
International
Business
Machines,
Inc.;
this
report
is
entitled
Computer
Directed
Training:
System
473L
Query
Language
,
April
1966
8
.
The
general
conclusion
stated
in
this
document,
as
a
result
of
programming
analysis,
is
that
the
computer
directed
training
capability
would
be
compatible
with
System
473L
equipment
and
programming
subsystems,can
be
utilized
in
a
manner
similar
to
that
of
existing
operational
capabilities
using
an
overlay,
would
have
little
Impact
on
storage
require-
ments
for
data
and
programs,
and
would
have
no
Impact
on
the
simultaneous
utilization
of
existing
operational
capabilities.
The
training
design
and
operating
procedures
were
developed
with
specific
reference
to
the
Librascope
3055
computer
and
Intermediate
Query
Language,
Model
II,
as
they
are
intended
for
use
in
System
473L.
However,
the
specific
design
described
by
the
operational
specification
may
be
used
as
a
model
for
the
development
of
similar
training
programs
in
other
command
and
control
systems.
3.2
DEVELOPMENT
OF
THE
OPERATIONAL
SPECIFICATION
Each
capability
of
System
473L
is
described
in
detail
by
an
operational
specification.
The
general
contents
and
format
of
a
System
473L
operational
specification
are
predefined.
To
ensure
that
the
operational
specification
for
the
proposed
training
capability
would
meet
approved
473L
standards,
and
to
provide
guidance
regarding
the
feasibility
of
proposed
training
features,
the
developmental
process
required
close
Interaction
between
the
A-I'R
project
staff
and
technical
experts
on
System
473L
from
the
Federal
Systems
Division
of
International
Business
Machines,
Inc.
7This
document
is
reference
4.
"This
document
is
reference
5.
31
The
operational
specification
evolved
through
predeslgnated
stages,
which
required
the
development,
revision,
and
integra-
tion
of
three
successive
parts:
the
training
design,
or
training
sequence
logic;
the
procedural
flow
diagram;
and
the
specifica-
tion
of
operating
procedures.
3.3
DESCRIPTION
OP
THE
OPERATIONAL
SPECIFICATION
The
following
sections
briefly
describe
the
training
design
and
the
operating
procedures
for
the
computer
directed
training
capability.
More
detailed
information
is
available
from
reference
4.
3.3.1
The
Training
Sequence
Logic
3.3.1.1
Complexity
of
the
training
design
.
An
ideal
design
for
computer
directed
training
would
permit
maximum
interaction
between
the
computer
and
the
individual
trainee,
including
com-
plete
analysis
of
responses
and
computer
generation
of
all
evalua-
tions,
directions,
problems
for
individual
trainees,
and
responses
to
student-generated
requests,
with
all
communications
in
more
or
less
unrestricted
English.
However,
this
is
not
feasible
for
use
with
an
operational
system.
In
developing
the
training
sequence
logic,
there
was
a
need
to
limit
the
complexity
of
the
training
design
in
order
to
optimize
the
feasibility
of
Implementation
in
terms
of
a)
the
need
to
minimize
any
possible
conflict
with
other
System
473L
operational
capabilities;
b)
the
cost
of
de-
veloping
a
computer
program
to
implement
the
proposed
logic;
and,
c)
the
cost
of
training
itself
--
this
would
also
Increase
with
increasing
complexity
of
the
training
design.
The
major
training
restrictions
Imposed
to
increase
the
feasibility
of
computer
implementation
and
reduce
cost
were:
1)
computer
analysis
of
trainee
responses
on
designated
parts
of
QL
statements,
as
opposed
to
analysis
of
com-
plete
QL
statements.
2)
the
use
of
"canned"
answers
(vs
computer-generated
answers)
to
problems
requiring
computer
analysis,
so
that
analysis
of
a
trainee's
response
could
be
accom-
plished
by
a
simple
matching
process.
3)
the
use
of
fixed
formats
for
training
materials
and
problems,
so
that
content
--
but
not
format
--
changes
could
be
made
without
a
programming
change.
4)
the
use
of
only
one
major
level
of
remedial
training
after
each
evaluative
problem
section.
Thus,
no
remedial
loop
is
used
to
correct
errors
on
a
remedial
sequence
Itself.
32
5)
the
use
of
a
limited
number
of
evaluation
ratings
to
evaluate
a
trainee's
performance
and
assign
remedial
materials.
However,
the
error
criteria
for
the
various
ratings
can
be
stored
in
such
a
way
that
changes
in
these
criteria
would
be
relatively
easy
to
make
if
experience
so
dictates.
3.3.1.2
Provision
for
adaptation
of
the
capability
.
Several
provisions
were
made
to
permit
adaptation
of
the
capability
for
anticipated
future
changes
in
the
training
design
and
Query
Language,
and
to
permit
training
in
an
entirely
different
sub-
ject.
To
achieve
maximum
flexibility
without
any
programming
change,
the
provisions
for
adaptation
are
through
data
mainte-
nance.
Some
of
the
major
areas
in
which
data
maintenance
changes
may
be
made
are:
the
content
of
any
cue
--
i.e.,
the
content
for
any
unit
of
presentation
to
the
trainee;
the
number
of
cues
within
a
set;
the
criteria
by
which
trainee
errors
are
evaluated;
and,
the
remedial
continuations
for
trainee
errors.
3.3.1-3
The
training
sequence
logic
.
The
proposed
computer
directed
training
capability
has
three
basic
uses
for
training
in
Query
Language,
Model
II:
1)
to
train
personnel
in
the
use
of
Intermediate
Query
Language,
Model
II;
2)
to
provide
perform-
ance
data
for
the
trainees
and
supervisory
personnel;
and,
3)
to
provide
proficiency
maintenance
training
for
trainees
who
have
previously
completed
this
or
some
other
training
program
in
Query
Language,
Model
II.
Salient
features
of
the
training
sequence
logic,
designed
to
optimize
training
effectiveness
and
efficiency
within
the
bounds
of
computer
feasibility
and
cost,
include
the
following:
presentation
of
training
materials
on
the
console
display
screen;
computer
evaluation
of
trainee
performance
based
on
the
number
and
kind
of
errors
and
pre-stored
evaluation
ratings;
computer
determination
of
training
areas
requiring
remedial
work
for
each
trainee;
computer
determination
of
the
specific
remedial
sequence
in
each
area
that
is
appropriate
to
the
kind
and
number
of
trainee
errors;
and,
periodic
provision
of
optional
remedial
work
for
trainee
selection.
The
training
course
designed
for
initial
use
has
a
built-in
research
design
on
the
relative
effectiveness
of
forcing
trainees
to
take
remedial
work
appropriate
to
the
number
and
kind
of
their
errors,
in
addition
to
periodic
provision
cf
optional
remedial
work
(called
Research
Group
"A"),
as
opposed
to
the
provision
of
optional
remedial
work
only
(called
Research
Group
"B").
This
comparison
would
provide
some
of
the
information
needed
to
make
revisions
in
the
training
logic
that
would
improve
the
overall
effectiveness
and
efficiency
of
the
computer
directed
training
course.
Except
for
the
remedial
materials,
whose
presentation
is
contingent
on
trainee
errors
and/or
selection,
the
sequence
of
training
materials
is
fixed.
The
initial
training
sets
provide
33
a
ba3lc
orientation
to
the
use
of
the
instructional
materials,
the
use
of
the
console,
the
data
files
accessed
by
Query
Language,
the
overall
structure
of
Query
Language
statements,
and
the
use
of
the
Air
Force
Manuals
that
describe
the
general
nature
and
contents
of
each
data
base
file
and
the
vocabulary
used
to
reference
the
file
contents.
Subsequent
sets
provide
extensive
and
cumulative
training
and
evaluation
on
the
use
of
Query
Language
to
retrieve
desired
Information
from
the
data
files.
The
Query
Language
topics
covered
by
the
computer
directed
training
course
are
de-
signed
to
progress
in
the
order
specified
by
Appendix
D
of
this
report.
Any
deviation
from
the
main
training
path
for
the
computer
directed
training
course
is
contingent
on
the
trainee's
perform-
ance
and/or
his
own
optional
selection
of
remedial
materials.
The
main
training
path
and
the
remedial
branches
are
shown
in
the
Training
Sequence
Logic
Flow
Diagram,
Figure
8.
Explanatory
notes
for
this
logic
on
a
general
level
are
given
in
the
para-
graphs
below.^
The
Training
Sequence
Logic
Flow
Diagram
shows
the
main
training
sequence
for
all
cues
(individual
units
of
presentation
to
the
operator),
points
requiring
a
decision
by
the
operator,
points
requiring
computer
evaluation
of
a
trainee's
performance,
points
requiring
computer
determination
of
any
necessary
branch-
ing,
all
remedial
trailing
paths,
and
points
at
which
data
print-
outs
occur.
To
facilitate
understanding
of
the
Training
Sequence
Logic
Flow
Diagram,
a
condensed
outline
of
the
basic
training
sequence
and
remedial
branches
is
presented
below.
Basic
Training
Sequence
Remedial
Branches
for
Excess
Errors
X
SETS
(5
sets)
LX-PX
--
Eval
I
Y
SETS
(20
sets)
LY-PY
Eval-PEY*-Free
Choice
Review
*FEY
not
avail
after
Posttest
PY
4-
A
FIXED
SEQ
FROM
LAST
LX
(ONE
SEQ,
REGARDLESS
OF
TYPE
OF
ERRORS)
ONE
OR
MORE
REMEDIAL
SEQUENCES
APPROPRIATE
TO
1)
THE
PARTICULAR
AREAS
IN
WHICH
ERRORS
WERE
MADE
AND
2)
THE
NUMBER
OF
ERRORS
MADE
9por
a
complete
explanation
of
all
points
on
this
diagram,
the
reader
is
referred
to
reference
4,
the
Operational
Specification
for
Computer
Directed
Training
in
Intermediate
Query
Language
,
Model
II,
for
System
473L
.
34
NOTES:
The
cues
used
by
this
capability
may
be
divided
into
two
major
classes;
(l)
the
cues
that
provide
a
basic
foundation
for
the
course
but
do
not
teach
Query
Language;
these
cues
are
divided
into
sets
called
M
X"
SETS;
and
(2)
the
subsequent
cues
that
cover
all
aspects
of
intermediate
QL;
these
cues
are
divided
into
sets
called
"Y"
SETS.
1)
The
X
SETS
COVER
BASIC,
NON-QL
MATERIALS:
a)
the
use
of
the
instructional
materials
b)
the
use
of
the
console
and
the
CDT
overlay
c)
a
basic
introduction
to
the
files
and
structure
of
QL
d)
the
use
of
the
manuals
covering
the
QL
data
base
and
system
vocabulary
2)
The
Y
SETS
cover
all
training
and
evaluation
materials
provided
on
the
use
of
Query
Language
--
i.e.,
all
mate-
rials
not
covered
by
X
SETS
3)
For
any
X
SET:
LX
=
training
sequence
--
a
section
within
the
X
SET
PX
=
series
of
problems
on
the
LX
--
a
section
within
the
X
SET
Eval
s
evaluation
of
errors
on
the
PX
section
4)
For
any
Y
SET:
LY
=
training
sequence
--
a
section
within
the
Y
SET
PY
=
series
of
problems
on
one
or
more
of
the
preceding
LY's
--
a
section
within
the
Y
SET
Eval
SB
evaluation
of
errors
on
each
area
of
QL
subjected
to
analysis
by
the
last
PY
section
PEY
=
series
of
free-form
practice
exercises
(which
the
trainee
answers
with
complete
QL
statements
and
on
which
he
receives
feedback).
This
is
a
section
within
each
of
the
Y
SETS
except
the
last
--
this
is
not
available
after
the
posttest
Free-Choice
Review
=
at
end
of
each
Y
SET,
the
trainee
has
the
option
of
taking
review
on
any
area
sub-
jected
to
analysis
by
the
last
PY
section
5)
Throughout
the
entire
program
there
are
four
general
types
of
sets
--
the
basic,
non-QL
X
SETS
and
three
kinds
of
QL
Y
SETS.
These
sets
are
described
below:
a)
5
basic,
non-QL
X
SETS
b)
13
INDEPENDENT
Y
SETS
for
each
of
which
the
PY
sec-
tion
tests
only
the
materials
covered
by
the
LY
sec-
tion
in
the
same
set
c)
6
CUMULATIVE
Y
SETS,
used
at
appropriate
points,
in
which
the
PY
section
tests
all
materials
covered
after
the
last
CUMULATIVE
Y
SET
d)
one
POSTTEST
Y
SET:
this
is
the
last
Y
SET,
for
which
the
LY
section
reviews
all
materials
covered
in
the
program
and
the
PY
section
is
the
POSTTEST,
which
tests
all
the
materials
covered
over
all
of
the
Y
SETS
in
the
program.
35
An
understanding
of
the
Training
Sequence
Logic
Flow
Diagram
will
also
be
enhanced
by
an
understanding
of
cue
types.
There
are
two
general
types
of
cues
used
by
this
capability:
1)
Instructional
cues.
These
cues
are
used
primarily
to
instruct
the
operator
(trainee)
in
the
proper
procedure
for
making
a
transition
from
one
point
In
the
training
sequence
to
another.
These
Instructional
cues
usually
Indicate
the
available
options
for
continuing,
and
in
some
cases
they
provide
feedback
to
the
trainee
regarding
his
performance
on
the
last
cue
or
series
of
cues.
On
the
Training
Sequence
Logic
Flow
Diagram,
most
of
the
instructional
cues
are
represented
by
a
cue
number,
e.g.,
Ql,
enclosed
in
a
circle,
and
a
brief
description
of
the
cue's
func-
tion.
Instructional
cues
that
provide
an
introduction
to
a
sequence
of
learning
cues
are
specified
to
the
right
of
the
bracket
enclosing
the
series.
For
example,
on
page
1
of
Figure
B,
Q7
is
an
Instructional
cue
that
precedes
a
series
of
learning
cues
(which
are,
In
this
case,
Q9's).
2)
Learning
cues.
These
cues
are
sequenced
so
that
the
trainee
will
learn
the
desired
criterion
behaviors,
e.g.,
how
to
write
a
SUM
function.
On
the
Training
Sequence
Logic
Flow
Dia-
gram,
learning
cues
are
differentiated
according
to
their
train-
ing
function
and
according
to
their
format.
According
to
its
training
function,
which
may
change
from
one
part
of
the
training
sequence
to
another,
a
learning
cue
is
identified
as
one
of
the
following
types:
LX,
PX,
RX,
LY,
PY,
PEY,
Text,
CUM
TEXT,
RY,
CUM
REVIEW,
PRACTICE
Y,
and
CUM
PRACT
PROB.
For
example,
on
page
1
of
Figure
8,
the
first
series
of
learning
cues
is
represented
by
(
LX-1)
fLX^T)
According
to
its
format,
a
learning
cue
is
identified
as
one
of
the
following
types:
Q8,
Q9,
Qll,
Q19,
and
Q19A.
For
example,
on
page
1
of
Figure
8,
the
first
series
of
learning
cues
is
identified
as
a
series
of
Q9's
preceded
by
an
instruc-
tional
cue
(Q7).
The
different
types
of
training
functions
for
learning
cues
will
now
be
explained.
The
learning
cues
used
by
this
capability
are
logically
and
sequentially
divided
Into
two
major
groups:
1)
The
non-QL
learning
cues.
These
cues
provide
a
basic
foundation
for
the
course
but
do
not
teach
Query
Language
itself.
They
are
divided
Into
the
sets
called
M
x"
SETS,
which
precede
all
other
learning
cue
sets
used
by
this
capability.
Thus,
on
page
1
of
Figure
o,
the
first
series
of
learning
cues
have
an
X
subscript,
which
identifies
them
as
non-QL
learning
cues.
2)
The
QL
learning
cues.
These
cues
provide
trainees
with
all
training
and
evaluation
materials
that
are
needed
in
order
to
learn
to
use
Intermediate
Query
Language,
Model
II;
these
cues
36
are
divided
into
the
seta
called
"Y"
SETS.
Thus,
on
page
2
of
Figure
8,
the
first
series
of
learning
cues
have
a
Y
subscript,
which
Identifies
them
as
QL
learning
cues.
In
each
non-QL
X
SET,
learning
cues
may
be
further
subgrouped
according
to
their
sequence
and
function.
There
are
two
major
sections
of
learning
cues
in
each
X
SET:
1)
An
LX
section.
This
is
a
sequence
of
cues
(Q9's)
used
primarily
for
training.
Each
LX
section
has
two
subsections:
a)
the
initial
series
that
provides
basic
training,
and
b)
the
final
series
that
reviews
the
information
taught
in
the
first
section.
2)
A
PX
section.
This
is
a
sequence
of
cues
(Q8's)
used
primarily
for
evaluation
of
the
trainee's
proficiency
on
the
information
covered
in
the
preceding
LX
section.
In
each
X
SET,
these
two
sections
are
followed
by
computer
error-analysis
of
the
trainee's
responses
on
the
PX
cues
and,
if
necessary,
appropriate
remedial
work.
Learning
cues
may
also
be
subgrouped
in
each
Y
SET
according
to
their
sequence
and
function.
There
are
three
major
sections
of
learning
cues
in
each
Y
SET:
1)
An
LY
section.
This
is
a
sequence
of
cues
(Q9's)
used
primarily
for
training.
Each
LY
section
ha3
three
subsections,
in
this
general
order:
a)
the
basic
training
sequence,
called
a
TEXT
sequence;
b)
the
sequence
that
reviews
the
Information
taught
by
the
TEXT
sequence
--
this
is
called
a
REVIEW
sequence;
and
c)
a
series
of
cues
that
emphasize
the
development
of
QL
statements
for
specified
data
retrieval
problems.
This
series
is
Intended
to
give
the
trainee
practice
in
using
the
QL
ele-
ments
taught
In
the
TEXT
and
REVIEW
sequences.
This
Is
called
a
PRACTICE
PROBLEM
sequence.
2)
A
PY
section.
This
is
a
series
of
cues
(Qll's)
used
primarily
for
evaluation
of
the
trainee's
proficiency
on
the
information
in
one
or
more
of
the
preceding
LY's.
The
com-
plexity
of
the
computer
error-analysis
on
each
problem
is
minimized
by
the
restriction
of
error-analysis
to
specified
parts
of
the
appropriate
QL
statement.
In
each
Y
SET,
these
two
sections
are
followed
by
computer
error-analysis
of
the
trainee's
responses
on
the
PY
cues
and,
if
necessary,
appropriate
remedial
work.
There
are
three
levels
of
remedial
work,
appropriate
to
three
evaluation-ratings,
GOOD,
AVERAGE
and
POOR.
In
general,
remedial
work
for
a
rating
of
POOR
is
excerpted
from
a
TEXT
subsection
of
an
LY
section;
remedial
work
for
a
rating
of
AVERAGE
Is
excerpted
from
a
REVIEW
subsection
of
an
LY
section;
and,
remedial
work
for
a
rating
of
GOOD
Is
excerpted
from
a
PRACTICE
PROBLEM
subsection
of
an
LY
section.
Since
remedial
work
In
an
area
is
forced
on
37
a
trainee
in
Experimental
Group
A
if
his
PY
errors
on
that
area
were
excessive,
any
remedial
sequence
taken
at
this
point
is
called
a
FORCED
REMEDIAL
sequence.
3)
Following
the
error-analysis
and
any
necessary
remedial
work
for
a
Y
SET
is
a
PEY
section.
Thi3
is
a
series
of
cues
(Q19's
and
Q19A's)
that
give
the
trainee
practice
in
developing
complete
QL
statements
for
specified
problems,
with
feedback
to
the
trainee
indicating
the
correct
QL
statement
for
each
problem
presented.
This
section
is
not
used
for
computer
evaluation;
it
is
only
used
for
a
trainee's
self-evaluation.
Since
the
trainee's
answers
In
this
section
are
not
evaluated
by
the
computer,
the
answer
format
used
by
the
trainee
does
not
constitute
a
problem
for
error-analysis.
Therefore,
the
trainee
types
the
entire
QL
statement
as
his
answer,
not
Just
the
restricted
excerpts
required
for
his
answers
in
the
PY
section.
Since
these
cues
provide
prac-
tice
in
writing
QL
statements
and
the
answer
formats
are
not
artificially
restricted
by
the
length
of
the
answer
required,
these
cues
are
called
free-form
practice
exercises.
For
each
Y
SET,
after
these
three
sections
are
complete,
the
trainee
is
given
the
option
of
taking
remedial
work
in
one
or
more
areas
fcr
which
the
trainee's
responses
in
the
last
PY
section
were
evaluated.
Since
remedial
work
at
this
point
Is
taken
only
by
free-choice
and
consists
of
REVIEW
materials
from
one
of
the
last
LY
sections,
a
remedial
sequence
that
the
trainee
chooses
to
take
at
this
point
is
called
FREE-CHOICE
REVIEW.
As
noted
earlier,
this
is
the
only
remedial
work
available
to
Experi-
mental
Group
B.
As
mentioned
previously,
the
X
and
Y
SETS
are
different
in
terms
of
their
position
in
the
overall
training
sequence
and
their
general
training
functions:
X
SETS
are
placed
first
and
emphasize
non-QL
topics;
Y
SETS
are
last
and
emphasize
the
use
of
QL
ele-
ments.
Cue
sets
may
also
be
differentiated
in
terms
of
their
general
training
function
and
the
overall
scope
of
their
training-
and-evaluatlon
materials.
In
terms
of
function
and
scope,
there
are
four
types
of
sets:
All
of
the
X
SETS
are
of
one
type:
1)
Non-QL
PRETEST
sets.
These
precede
the
QL
materials
that
are
tested
by
the
final
posttest;
In
each
set,
the
PX
sec-
tion
tests
only
the
materials
covered
by
the
LX
section
in
the
same
set.
The
Y
SETS
include
three
different
types
of
sets:
2)
QL,
INDEPENDENT
sets.
In
each
set,
the
LY
section
teaches
new
materials,
and
the
PY
section
tests
only
the
materials
covered
by
the
LY
section
in
the
same
set.
38
3)
QL,
CUMULATIVE
sets.
In
each
set,
the
LY
section
reviews
the
materials
covered
in
the
INDEPENDENT
sets
that
followed
the
last
CUMULATIVE
set,
and
the
PY
section
tests
all
materials
cov-
ered
after
the
last
CUMULATIVE
Y
SET.
4)
The
QL,
POSTTEST
set.
In
this
set,
the
LY
section
reviews
the
materials
covered
throughout
all
of
the
sets.
The
PY
section
is
the
posttest,
which
tests
all
materials
covered
over
all
of
the
other
Y
SETS
in
the
program.
It
is,
in
effect,
the
end-of-
course
criterion
test.
The
entire
program
consists
of
the
following
sets,
in
the
order
described:
1)
five
non-QL,
PRETEST
X
SETS
2)
a
series
of
13
QL
INDEPENDENT
Y
SETS,
with
six
QL
CUMULATIVE
Y
SETS
interpolated
at
appropriate
points
in
the
overall
sequence
3)
one
QL,
POSTTEST
Y
SET.
39
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43
The
proposed
program
will
provide
evaluative
data
that
are
more
extensive
than
that
generally
obtained
by
non-computer-based
training
studies.
Such
data
will
make
it
possible
to
relate
vari-
ous
features
of
the
program
to
performance
measures.
The
evalua-
tive
data
that
will
be
made
available
consists
of
the
following
items:
1.
Summary
data
for
all
trainees
who
have
completed
the
program
at
any
time
a.
the
date
b.
the
total
number
of
trainees
who
have
completed
the
program
c.
the
total
number
of
trainees
still
in
progress
on
the
program
d.
the
average
time
to
complete
the
program:
for
Experimental
Group
A
and
for
Experimental
Group
B
e.
the
average
percent
error
on
the
program:
for
Experimental
Group
A
and
for
Experimental
Group
B
f.
the
average
percent
error
on
the
posttest:
(l)
on
the
first
try
and
(2)
on
the
final
(second)
try:
for
Experimental
Group
A
and
for
Experimental
Group
B
g.
the
average
percent
error
on
each
subcategory
of
QL:
(l)
averaged
over
all
evaluative
problems
except
the
posttest
for
Experimental
Group
A
and
for
Experimental
Group
B;
and,
(2)
averaged
over
the
posttest
for
all
trainees.
2.
Individual
trainee
data
for
any
trainee
except
a
profi-
ciency
maintenance
trainee,
updated
for
any
point
during
training
and
the
final,
updated
data
at
the
time
the
trainee
completes
the
program
a.
the
date
on
which
the
data
is
obtained
b.
the
trainee's
name,
serial
number,
and
experimental
group
(A
or
B)
c.
the
cumulative
training
time
for
the
trainee
(at
the
time
these
data
are
obtained)
d.
the
trainee's
average
percent
error
over
all
evalua-
tive
problem
sections
requiring
QL
compositions
except
for
the
posttest
e.
the
trainee's
average
percent
error
on
the
posttest:
(1)
for
the
first
try
on
each
problem;
and,
(2)
for
the
final
(second)
try
on
each
problem
f.
the
trainee's
average
percent
error
on
each
of
the
initial
problem
sections
that
do
not
require
com-
posing
QL
statements
g.
for
each
posttest
problem:
(l)
the
number
of
tries;
(2)
the
possible
number
of
errors;
(3)
the
number
of
errors
the
trainee
made
on
the
first
try;
(4)
the
number
of
errors
the
trainee
made
on
the
second
(final)
try
h.
for
each
QL
subcategory:
(l)
the
average
percent
error
for
the
trainee
over
all
QL-evaluative
problem
sections
except
the
posttest
(i.e.,
during
training
on
Query
Language);
(2)
the
average
percent
error
44
for
the
trainee
on
the
posttest;
(3)
the
number-
of
times
the
trainee
chose
that
subcategory
for
free-
choice
review
over
the
entire
program
1.
the
trainee's
sequence
of
remedial
materials
for
the
last
20
training
sets,
identified
as
either
forced
remedial
or
free-choice
and
further
identified
by
the
point
at
which
these
materials
were
taken
(i.e.,
identified
by
the
evaluative
problem
section
immediately
preceding
each
remedial
set),
the
subcate-
gory
for
which
they
were
given,
and
the
trainee's
rating
on
that
subcategory.
Since
the
trainee's
use
of
any
remedial
sequence
for
one
of
the
initial,
non-
QL
problem
sections
can
be
determined
by
whether
his
percent
error
on
that
section
exceeded
5$
and
since
there
is
only
one
remedial
sequence
for
each
of
the
non-QL
problem
sections,
the
trainee's
path
through
the
X
SETS
is
already
determined.
Since
the
basic
(vs.
remedial)
training
sequence
of
the
Y
SETS
is
known,
the
above
information
will
complete
the
set
of
information
needed
to
determine
the
trainee's
entire
path
through
the
program,
and
his
location
at
any
time
prior
to
completion.
3.
The
complete
QL
statements
typed
by
each
trainee
as
answers
to
the
data-retrieval
problem
in
the
practice
exercises.
4.
The
complete
QL
statements
typed
by
each
trainee
as
answers
to
the
posttest
problems
and
the
parts
of
tnese
statements,
as
typed
by
the
trainee,
that
underwent
error
analysis.
The
comparison
between
Experimental
Groups
A
and
B
plus
an
analysis
of
the
various
types
of
data
made
available,
as
described
above,
would
not
only
provide
information
needed
to
make
revisions
in
the
training
logic
that
would
improve
the
overall
efficiency
and
effectiveness
of
the
computer
directed
training
(CDT)
program,
but
such
information
would
also
Increase
the
general
level
of
knowledge
with
respect
to
the
potential
role
of
computer-based
instructional
systems
in
the
military
environment.
Thus,
if
the
CDT
program
is
shown
to
be
an
effective
teaching
instrument,
this
computer
directed
training
capability
could
be
used
advantageously
for
teaching
the
use
of
other
System
^73L
capabilities
and
as
a
general
model
for
application
to
training
for
other
computer-
based
systems.
3.3.2
Operating
Procedures
and
the
Procedural
Flow
Diagram
.
Any
operator-processor
communication
for
System
473L
requires
knowledge
of
the
integrated
console
operating
procedures.
These
are
described
in
an
Air
Force
document,
473L-OS-43:
Operational
Specification
for
the
Integrated
Console,
Model
II.
In
addition,
each
capability
will
employ
a
separate
overlay
that,
when
used
with
the
integrated
console
process
step
keys,
will
present
to
the
opera-
tor
the
capability
options.
The
function
of
each
process
step
key
associated
with
the
overlay
for
the
computer
directed
train-
ing
capability
is
shown
in
Table
6
of
this
report.
45
TABLE
6
Design
for
Computer-Directed
Training
Overlay
Process
Step
Key
Functions
(Page
1
of
3)
Key
Designation
Ll
TRAINEE
L2
INSTRUCTOR
L3
PROFICIENCY
MAINTENANCE
L7
SUMMARY
L8
INDIVIDUAL
TRAINEE
L9
UPDATE
TRAINING
MATERIAL
L10
FREE
CHOICE
Function
This
key
signals
the
program
that
the
operator
wants
to
start
or
continue
training
on
the
CDT
program.
When
this
key
is
pressed,
the
Name
and
Serial
Number
Entry
cue
(Q6)
appears
on
the
display
screen.
This
key
signals
the
program
that
the
operator
wants
to
either
obtain
trainee
data
(for
print-
out
or
deletion)
or
to
update
training
materials.
When
this
key
is
pressed,
the
Directions
for
Obtaining
Data
or
Updating
cue
(Q3)
appears
on
the
display
screen.
This
key
signals
the
program
that
the
operator
wants
some
of
the
CDT
materials
that
are
avail-
able
for
proficiency
maintenance.
When
this
key
is
pressed,
the
Name
and
Serial
Number
Entry
cue
(Q6)
appears
on
the
display
screen.
This
key
signals
the
program
that
the
operator
wants
P/0
1,
the
line
printer
printout
of
Summary
Data
for
all
trainees
(except
profi-
ciency
maintenance
trainees).
When
this
key
is
pressed,
printout
#1
will
be
printed
out.
This
key
signals
the
program
that
the
operator
wants
to
obtain
data
for
an
individual
trainee,
either
on
a
printout
or
for
deletion.
When
this
key
is
pressed,
the
Directions
for
Obtaining
or
Deleting
Data
on
an
Individual
Trainee
cue
(Q5)
appears
on
the
display
screen.
This
key
signals
the
program
that
the
operator
wants
to
update
some
of
the
training
materials
(i.e.,
the
content
of
some
of
the
cues).
This
key
signals
the
program
that
the
operator
wants
to
take
remedial
work
in
one
or
more
areas.
When
this
key
is
pressed,
either
the
Index
for
Free-Choice
Review
for
Trainees
Who
Have
Not
Completed
the
Program
(Q21)
or
the
Index
for
Free-Choice
Review
for
Trainees
Who
Have
Com-
pleted
the
Program
(Q4)
will
appear
on
the
dis-
play
screen,
depending
on
whether
the
trainee
has
completed
the
posttest
or
not.
46
TABLE
6
(cont.)
(Page
2
of
3)
Key
Designation
Lll
POSTTEST
L12
TRY
AGAIN
L13
ERROR
MATRIX
L14
EVALUATION
CONTINUATION!
MATRIX
L15
CUE
FILE
MATRIX
L16
CRITERIA
MATRIX
L17
FLEX
COURSE
Function
This
key
signals
the
program
that
a
proficiency
maintenance
trainee
wants
to
take
the
posttest
(the
very
last
PY
section,
in
the
last
set,
Y
=
20).
When
this
key
is
pressed,
the
first
cue
in
the
posttest
(a
Qll)
will
appear
on
the
dis-
play
screen.
This
key
signals
the
program
that
the
operator
wants
to
take
the
last-presented
problem
again.
When
this
key
is
pressed,
the
last
problem
in
the
PY
section
being
worked
on,
which
is
a
problem
cue
requiring
computer
error-analysis
of
the
trainee's
answer(s)
(a
Qll),will
re-appear
on
display
screen.
This
key
signals
the
program
that
for
updating
purposes,
the
instructor
wants
to
obtain
P/OS,
the
Possible
Number
of
Errors
on
Each
Subcate-
gory
for
Each
PY
Section;
on
Each
PX
Section;
and
on
Each
Posttest
Problem.
When
this
key
is
pressed,
printout
#8
will
be
printed
out
on
the
line
printer.
This
key
signals
the
program
that
for
updating
purposes,
the
instructor
wants
to
obtain
P/07>
Remedial
Continuations.
When
this
key
is
pressed,
printout
#7
will
be
printed
out
on
the
line
printer.
This
key
signals
the
program
that
for
updating
purposes,
the
instructor
wants
to
obtain
P/05,
Cues
(the
contents
for
all
cues).
When
this
key
is
pressed,
printout
#R
will
be
printed
out
on
the
line
printer.
This
key
signals
the
program
that
for
updating
purposes,
the
instructor
wants
to
obtain
P/06,
Criteria.
When
this
key
is
pressed,
printout
^6
will
be
printed
out
on
the
line
printer.
This
key
signals
the
program
that
for
updating
purposes,
the
instructor
wants
to
obtain
?/0i
,
FLEX
COURSE,
which
specifies
the
number
of
PRETEST
(X)
SETS,
the
number
of
POSTTEST
prob-
lems,
and
the
number
of
subcategories.
When
this
key
is
pressed,
printout
#9
will
be
printed
out
on
the
line
printer.
47
TABLE
6
(cont.
)
(Page
3
of
3)
Key
Designation
L25
CONTINUE
L27
SKIP
L29
TERMINATE
TRAINING
Function
This
key
signals
the
program
that
either
the
operator
does
not
wish
to
exercise
any
special
training
options
available
at
this
time
or,
none
are
available.
When
this
key
is
pressed,
the
next
cue
that
is
available
in
queue
(with-
out
branching
out
to
pick
up
cues
that
are
not
presently
stacked
up)
will
appear
on
the
dis-
play
screen.
The
type
of
cue
that
is
presented
will
vary
from
one
training
point
to
another.
This
key
signals
the
program
does
not
wish
to
complete
the
on
which
he
is
now
working,
pressed,
the
trainee
will
be
continuation
point
that
he
wo
had
he
completed
the
ren.edial
trainee
is
still
In
training
and
he
has
not
yet
taken
the
is
a
proficiency
maintenance
appear
on
the
display
screen;
just
completed
the
CDT
progra
posttest,
Q23
will
appear
on
that
the
operator
remedial
sequence
When
this
key
Is
sent
to
the
same
uld
have
reached
sequence:
if
the
on
the
CDT
program
posttest,
or
if
he
trainee,
Q20
will
if
the
trainee
has
m
including
the
the
display
screen.
This
key
signals
the
program
that
the
trainee
is
going
to
stop
work
on
the
CDT
program
at
the
present
time.
When
this
key
is
pressed,
Q32
will
appear
on
the
display
screen,
and
the
storage
of
data
for
a
trainee
on
the
work
done
so
far
on
a
set
will
continue
until
storage
is
complete.
A
diagram
of
the
training
sequence
in
terms
of
the
presenta-
tion
of
specific
cues
and
capability
options
is
given
In
the
Procedural
Flow
Diagram
for
the
Computer
Directed
Training
Capa-
bility.
This
may
be
referenced
In
the
Operational
Specification
for
Computer
Directed
Training
in
Intermediate
Query
Language
,
Model
II,
for
System
TOL
^i
TO
See
reference
4.
48
3.4
DISCUSSION
AND
RECOMMENDATIONS
The
techniques
for
a
computer
Directed
training
program
briefly
described
here,
and
more
fully
described
in
the
Operational
Specification,
are
sufficiently
general
as
to
be
applicable
to
other
programs
of
training
in
artificial
languages
that
are
relatively
fixed
in
format
and
vocabulary
(such
as
computer
languages).
However,
it
is
recognized
that
other
com-
puter
systems
may
not
have
available
the
type
of
equipment
for
which
this
program
was
designed.
The
only
major
feature
of
the
instructional
system
that
may
not
be
commonly
available
on
other
systems
is
the
overlay
keyboard.
The
overlay
system
on
the
Integrated
console
was
not
originally
designed
to
perform
an
instructional
function,
but
it
provides
an
excellent
opportunity
for
permitting
limited
control
of
the
Instructional
process
by
the
trainee
and
increases
the
scope
of
interaction
at
the
com-
puter
interface.
However,
this
overlay
keyboard
is
not
essen-
tial
for
a
computer
directed
training
capability.
The
functions
performed
with
the
overlay
could
be
simulated
by
outputs
on
a
display
screen
or
typewriter
providing
a
trainee
with
choices
that
would
have
been
indicated
on
the
overlay.
Although
this
method
may
be
less
economical,
it
would
still
be
functional.
It
is
felt
that
the
major
advantages
of
the
CDT
instruc-
tional
system
are
the
periodic
analysis
of
tne
trainee's
input
and
the
selection
of
appropriate
remedial
materials
based
on
this
analysis,
the
extensive
capabilities
for
output
data,
and
the
introduction
of
some
learner
control
over
the
selection
of
training
materials.
The
latter
feature
would
be
especially
valuable
for
a
proficiency
maintenance
training
sequence,
where
individual
needs
would
vary
greatly.
Proficiency
maintenance
is
a
particularly
critical
training
problem
with
command
and
control
systems
where
there
is
a
need
for
highly
proficient
personnel
at
all
times
but
where
there
is
little
opportunity
for
actual
practice
in
real
or
simulated
situations.
It
would
be
possible
to
expand
the
computer
directed
training
course
described
here
to
provide
frequent
realistic
combat
exercises
and
to
provide,
on
the
basis
of
an
analysis
of
errors
made,
a
series
of
training
exercises
uniquely
designed
to
build
proficiency
in
weak
areas.
This
approach
could
also
be
generalized
to
other
command
and
control
systems
where
pro-
ficiency
must
always
be
at
a
maximum
but
where
actual
practice
may
be
at
a
minimum.
Looking
further
into
the
future,
it
would
be
possible
to
build
Into
a
CDT
program
appropriate
statistical
tests
that
would
determine
the
effectiveness
of
the
program
as
measured
against
appropriate
criteria
of
terminal
performance.
With
Initial
entrance
data
(e.g.,
initial
aptitude,
1^,
etc.)
and
performance
data
collected
at
appropriate
points
throughout
the
program,
statistical
computations
could
be
performed
after
an
appropriate
N
of
trainees
had
been
obtained.
The
results
of
such
an
analysis
may
suggest
changes
in
the
program,
e.g.,
a
49
new
organization
cf
the
materials
and/or
a
shift
in
the
parameters
used
for
deciding
en
the
frequency
and
nature
of
the
correctional
training
sequences.
Adjustments
of
this
sort
could
be
accomplished
automatically
and
internally
by
the
computer
itself.
Such
a
training
system
would
be
truly
adaptive
in
that
it
would
adjust
its
own
training
strategy
based
on
the
measured
success
of
the
program
being"
used.
For
example,
in
the
program
described
in
this
report,
the
two
experimental
groups
(A
and
B)
could
be
compared
in
an
analysis
of
variance
design
and
if
one
group
was
always
inferior,
that
group
could
be
discarded,
or,
if
a
significant
interaction
was
found
between
the
experimental
group
and
seme
other
variable,
e.g.,
some
background
factor,
a
decision
logic
could
be
internally
prepared
for
deciding
who
got
the
"A"
con-
dition
and
who
got
the
B"
condition.
For
example,
perhaps
it
would
be
shown
by
the
analysis
that
trainees
with
previous
experience
with
computer
languages
should
be
given
the
program
allowing
self
choice
(i.e.,
optional
remedial
sequences)>
whereas
those
trainees
with
no
previous
experience
in
the
field
should
be
given
the
"lock-step"
program
(i.e.,
the
pro-
gram
with
forced
remedial
sequences).
Entering
trainees,
in
this
case,
would
be
asked
to
indicate
this
information
and
would
be
assigned
by
the
computer
to
the
appropriate
program.
Other
relevant
"questions"
of
this
kind
could
be
"asked"
in
an
effort
to
devise
CDT
systems
that
achieve
a
truly
optimal
relationship
between
level
of
proficiency
and
time
in
tralning.il
These
approaches
are
within
the
present
"state-
of-art.
They
are
expensive
and
they
are
yet
to
be
proven
by
the
test
of
practical
experience.
In
spite
of
the
fact
that
computer-directed
training
is
still
in
an
experimental,
neophyte
phase,
the
military
may
provide
the
only
feasible
environment
in
which
the
effectiveness
of
such
approaches
can
be
demonstrated.
The
existence
and
availability
of
large
capacity
computers,
the
number
of
men
to
be
trained,
the
complexity
of
the
subject
matter,
the
difficulty
of
obtaining
qualified
instructors,
and
the
critical
nature
of
the
training
requirements,
all
exist
in
the
context
of
military
training
as
perhaps
in
no
other
sector
of
the
training
world.
As
has
happened
in
so
many
other
areas,
a
significant
general
advance
in
the
technology
of
training
could
be
initiated
in
support
of
military
requirements.
The
impact
of
such
an
advance
on
both
military
and
civilian
training
would
be
hard
to
overestimate.
The
Implementation
of
the
CDT
program
described
in
this
report
would
be
an
important
step
in
this
direction.
Further
refinements
of
the
approach
described
here,
applications
to
other
military
training
problems,
and
inclusion
of
more
sophisticated
strategies
such
as
have
been
suggested
in
this
section
of
the
report,
would
represent
a
pro-
gram
of
both
short-
and
long-term
value
to
military
and
civilian
training".
l^See
reference
#6.
50
REFERENCES
1.
Clapp,
Doris
J.,
Yens,
D.
P.,
Shettel,
H.
H.,
%
Mayer,
Sylvia
R.
Development
and
evaluation
of
a
self-instructional
course
in
the
operational
training
capability
Query
Language
for
System
473L*
U.
S.
Air
Force
Heacquartars
.
Bedford,
Mass.:
Air
Force
Electronic
Systems
Division,
Decision
Sciences
Labora
tory,
1964.
(Tech.
Dec.
Report
No.
ESD-TDR-64-S62)
2.
Self-instructional
course
in
OTC
Query
Language
,
Volumes
I-
XXIII.
Bedford,
Mass.:
Air
Force
Electronic
Systems
Division,
Decision
Sciences
Laboratory,
1964.
(Tech.
Doc.
Report
No.
FSD-TDR-64-443)
3.
Self-instructional
course
in
Mod
II
Query
Language
,
Volumes
I-XXIX.
Bedford,
Mass.:
Air
Force
Electronic
Systems
Divi-
sion,
Decision
Sciences
Laboratory,
1966.
(Tech.
Report
No.
FSD-TR-66-513)
4.
Clapp,
Doris
J.,
Shettel,
H.
H.,
&
Mayer,
Sylvia
R.
Opera
-
tional
specification
for
computer
directed
training
in
Intermediate
Query
Language,
Model
II,
for
System
473L,
U.
S.
Air
Force
Headquarters
.
Bedford,
Mass.:
Air
Force
Electronic
Systems
Division,
Decision
Sciences
Laboratory,
1966.
(Tech.
Report
No.
ESD-TR-65-252)
5.
Schlff,
J.
D.,
Chenevert,
M.
L.,
Sc
Bennett,
W.
F.
Computer
directed
training:
System
473L
Query
Language
.
Bedford,
Mass.:
Air
Force
Electronic
Systems
Division,
Decision
Sci-
ences
Laboratory,
1966.
(Tech.
Report
No.
ESD-TR-66-261)
6.
Shettel,
H.
H.,
Yens,
D.
P.
Developing
a
computer-directed
program
to
teach
a
computer
language.
National
Society
for
Programmed
Instruction
Journal
,
i960,
5.,
No.
1.
51
APPENDIX
A
Number
of
Frames
in
Each
Volume
of
the
Program
12
Volume
Number
Number
Section
of
Program
Frames
First
r
I
Preprogram
34
Tryout
II
General
Orientation
133
III
Organization
of
Information
in
the
Data
Files
43
IV
Selection
of
the
Proper
File
Indicator
21
V
Selection
of
the
Correct
Attributes
and
Values
Using
the
Data
File
Contents
51
<
Manual
VI
Writing
Simple
Query
Language
Statements
-
88
The
Simple
Qualifier
VII
Writing
Simple
Query
Language
Statements
-
Writing
the
Output
Director
and
Output
Selector
55
VIII
Writing
Query
Language
Functions
-
Special
Features
of
the
Qualifier
67
IX
Writing
Query
Language
Functions
-
Special
64
^.
Features
of
the
Selector
Second
r
X
GCD
Functions
64
Tryout
XI
MIN
and
MAX
Functions
137
*
XII
GREATEST
and
LEAST
51
XIII
Simple
SUMS
118
XIV
More
on
SUM
62
XV
Titles
18
XVI
Sorting
58
XVII
Compound
Qualifiers
46
XVIII
SAVE
Procedures
68
XIX
CHECK
8
XX
Review
and
Practice
of
II-XIX
73
XXI
Use
of
the
Data
Control
Manuals
and
Complex
Queries
98
XXII
Complex
Queries
-
Computed
Attributes
and
Special
Uses
74
XXIII
Final
Practice
17
TOTAL
NUMBER
1448
12"
There
were
no
frames
in
Volumes
XXIV
through
XXIX;
these
volumes
contained
reference
or
test
materials
only.
APPENDIX
B
Final
Test*
ALL
MANUALS,
EXHIBITS,
AND
REVIEW
PANELS
KAY
BE
USED.
A.
General
Information
1.
For
what
purpose
is
the
^73L
system
designed?
2.
Determine
what
file
indicator
you
would
use
to
obtain
the
following
information
(you
may
use
Exhibits
2N,
3A
and
3B):
a.
Specific
data
concerning
current
materiel
inventory
b.
The
types
of
aircraft
possessed
by
TAC
c.
Detailed
characteristics
of
tactical
aircraft
d.
The
selection
of
a
specific
plan
that
fits
certain
requirements
3.
Label
the
following
outputs
with
the
appropriate
output
AMARILLO
TRUAX
TEX
WIS
13500
9000
10000
8500
9500
7000
8000
In
the
Query
below,
use
brackets
and
labels
to
indicate
a.
The
program
indicator
b.
The
file
indicator
c.
The
qualifier
d.
The
output
director
e.
The
output
selector
f.
The
qualifier
conjunction
g.
The
output
director
conjunction
h.
Modifiers
i.
Attributes
j.
Comparators
k.
Values
RETRIEVE
PLAN
IDENT
WITH
PLAN
CAT
=
EX,
VUN
PLAN
IND
=
NO
THEN
PRINT
PLAN
IDENT,
TYPE
OP,
START
DATE
"I
director.
UNIT
MDS
AFLD
NAME
ANDREWS
23FIS
F86A
STATE
MD
F100P
RNWY
LENGTH
12000
11000
F104B
113FIS
F100B
9000
F101C
F105D
To
save
space,
answer
blanks
are
omitted
in
this
reproduction
of
the
test.
APPENDIX
B
(cont.)
5.
Identify
with
arrows
the
points
at
which
CHECK
could
be
inserted
in
the
following
QL
statement.
RETRIEVE
AIRFIELDS
WITH
COUNTRY
CANADA
THEN
PRINT
CANADA
*~l
AND
COUNT
AFLD
NAME
*
AFLDS
IN
Match
the
following:
•
AND
a.
commas
between
modifiers
.OR
b.
semicolons
between
modifier
sets
7.
Select
the
correct
statements
about
SUM.
a.
Only
one
SUM
expression
may
be
used
in
a
QL
qualifier.
b.
Only
one
SUM
expression
may
be
used
in
a
QL
selector.
c.
If
more
than
one
SUM
expression
is
used
in
a
QL
statement,
all
SUM
expressions
must
have
(or
repre-
sent)
the
same
set
of
SUM
control
attributes.
d.
If
more
than
one
SUM
expression
is
used
in
a
QL
statement,
all
SUM
expressions
must
have
(or
repre-
sent)
the
same
set
of
summed
attributes.
e.
A
SUM
function
used
in
one
subordinate
query
of
a
complex
Query
Language
statement
automatically
applies
to
all
subordinate
Queries
in
the
statement.
f.
A
SUM
function
used
in
one
modifier
set
of
a
compound
qualifier
automatically
applies
to
all
modifier
sets
of
the
compound
qualifier.
g.
The
only
SUM
expression
that
may
be
retained
is
SUM,
referencing
a
SUM
already
computed
in
the
qualifier.
B.
Problems
Write
the
appropriate
Query
Language
statements
for
the
problems
below
(you
may
refer
to
any
manuals
or
Exhibits).
1.
Write
a
Query
to
print
out
the
entire
UNIT/LOC
STRNGTH
file,
sorted
in
descending
alphabetic
order
according
to
the
name
of
the
installation.
Specify
also
that
the
following
SUMS
are
to
be
printed
out:
a.
for
each
LSA,
the
number
of
U.
S.
citizens.
b.
for
the
entire
file,
the
total
number
of
U.
S.
citizens.
2.
You
are
checking
the
data
files
to
determine
whether
some
Information
has
been
omitted.
Determine
which
planned
operating
bases
have
no
values
for
ITEM
in
the
files.
Request
a
horizontal
printout.
3.
Obtain
the
plan
idents
of
all
exercise
plans
that
require
C119A
aircraft
and
are
scheduled
to
start
on
or
between
1
June
1966
and
15
July
1966.
Use
a
horizontal
display.
APPENDIX
B
(cont.)
4.
Store
a
Query
which
will
print
out
the
number
of
authorized
weapons
systems
for
a
force
(UNIT,
UNIT
LOC,
MDS
and
COMD)
to
be
specified
at
a
later
time.
Leave
room
for
other
attributes
In
the
selector.
5.
Write
a
Query
to
display
the
numbers
of
any
SAVEd
state-
ments
pertaining
to
F105G
entries
in
FORCE
STATUS.
6.
Make
the
necessary
entries
to
complete
this
Query
for
Barclay
Air
Force
Base.
Add
the
title
"Barclay
Status
Data"
to
the
output.
RETRIEVE
MATERIEL
STATUS
WITH
POB
=
'1'
THEN
PRINT
ALL"1
/INCOMPLETE
QUERY
-
TO
COMPLETE
TYPE
INSERT
NUMBER
AND
=
SYMBOL
FOLLOWED
BY:
ADDITIONAL
ATTRIBUTES
ADDITIONAL
VALUES
OTHER
PORTIONS
OF
QUERY
STATEMENT
AS
DESIRED.
START
FOR
EACH
NUMBER
IN
STATEMENT
OR
ERASE
COMPLETE
.INSERT
NUMBER
(E.G.,
'3').
TYPE
EOM
AFTER
LAST
INSERT.
>CHECK
PUNCTUATION
AND
FORMAT
BEFORE
PRESSING
ENTER.
(1
=
•
7.
Write
a
Query
to
select
either
airfields
in
Canada
that
are
no
more
than
500
nautical
miles
away
from
Hill
and
can
land
or
depart
(whichever
is
lower)
at
least
10
air-
craft
per
hour
under
IFR
conditions
or
airfields
in
the
United
States
that
are
no
more
than
350
nautical
miles
from
KANSAS
CITY
and
have
the
above
arrival/departure
restrictions.
Specify
a
horizontal
printout
of
airfield
names,
the
country,
the
GCD
from
both
airfields,
and
the
number
of
aircraft
that
can
be
landed
or
departed
(labeled
MIN
ARR/DEP).
Write
a
Query
to
print
out
the
names
and
GCD's
from
Bailey
of
all
airfields
that
are
no
further
from
Bailey
than
Peterson
Is
from
Wallace.
Eliminate
Bailey,
Peterson,
and
Wallace
from
being
selected.
9-
Write
a
Query
to
find
the
LOG
ABSTRACTS
annex
to
plan
32111
and
print
out
the
annex
plan
ident
and
the
abstract.
Also,
a
count
of
the
number
of
and
the
plan
idents
of
other
plans
using
this
annex
is
desired.
Specify
a
printout.
10.
Write
a
Query
to
select
the
medical
plan(s)
with
the
fewest
total
number
of
patients
per
day
to
be
moved
from
the
collect
bases.
Specify
a
vertical
display
of
the
plan
ident,
the
total
number
of
patients
per
day
to
be
moved,
and
all
strategic
data
related
to
the
route
seg-
ment
requiring
the
fewest
number
of
AME
crews
per
day
at
the
staging
base.
8.
APPENDIX
B
(cont.)
11.
Write
a
Query
to
find
the
closest
airfield
to
SEMHOI
(excluding
SEMHOI)
that
is
a
POB
for
at
least
10,000
pounds
of
gaseous
nitrogen.
Obtain
a
vertical
display
of
the
airfield
name,
the
GCD
from
SEMHOI,
and
the
amount
of
gaseous
nitrogen
intended
for
use
there.
12.
Write
a
Query
to
find
those
FORCE
STATUS
entries
with
minimum
ready
weapons
systems
of
at
least
10.
Entitle
the
minimum
RDY
WP
SYS.
Specify
a
vertical
display
of
the
force
and
the
weapons
system.
13.
Write
a
Query
to
find
the
total
amount
of
jet
fuel
stored
at
Parkersburg
(regardless
of
the
POB
of
the
fuel)
and
those
airfields
in
logistics
subarea
3A
capable
of
storing
at
least
that
much
Jet
fuel.
Specify
a
horizontal
listing
of
the
amount
of
jet
fuel
stored
at
Parkersburg,
the
names
of
the
qualifying
airfields,
their
GCD's
from
Parkersburg,
and
their
jet
fuel
capacities.
14.
Write
a
Query
to
display
the
number
of
airfields
in
the
United
States
having
all
navigational
aids
either
avail-
able
or
estimated
and
having
at
least
1
of
the
lighting
facilities
either
available
or
estimated.
15.
Write
a
Query
to
find
all
plan
idents,
the
POB's,
the
MDS's,
and
the
number
of
airmen
deployed
from
a
POB
and
MDS
set
(such
as
F105G's
at
Bailey)
when
at
least
1000
airmen
are
to
be
deployed
from
a
set
and
the
POB
is
in
the
United
States
or
when
at
least
1000
men
are
to
be
deployed
from
a
set
and
the
airmen
are
from
an
RFG
unit.
Specify
a
sort
in
ascending
order
according
to
MDS.
16.
Write
a
Query
to
find
the
minimum
authorized
weapons
system
of
B52A's
for
the
8lBW
unit
of
TAC
at
Parkersburg
(entitled
WPSYS
AUTH)
and
those
plans
which
require
no
more
crewed
B52A's
than
the
authorized
weapons
system.
Specify
a
horizontal
display
of
the
weapons
system,
and
the
plan
idents
of
qualifying
plans.
APPENDIX
C
Final
Test
Scoring
and
Answer
Key-
Scoring
of
QL
Statements
on
the
posttest
is
based
on:
1.
Program
director
—
1
point
2.
File
indicator
—
1
point
3.
WITH
—
1
point
h.
Each
modifier
—
1
point
5.
THEN
—
1
point
6.
Output
director
—
1
point
7.
Each
phrase
in
selector*
—
1
point
8.
Punctuation
and
spelling
of
entire
QL
statement
—
1
point
*
A
phrase
may
consist
of
a
single
attribute,
a
computed
attribute,
an
attribute
=
INCR/DECR,
or
a
SAVE
instruction.
For^example,
0
Q
_1^
0
Q
„—
32.
..
...THEN
LIST
AND
COUNT^AFLD
NAME,
GCD,
GCD
(BEALE),
(£)
''SUM
AND
TOTAL
BY
AFLD
NAME
(RNWY
LENGTH
=
INCPj?
MIN
(MAX
IFR
ARR,
v
^
^
\
J2)
^
^0_
MAX
IFR
DEP),
TITLE
=
MIN
TRAFF,
"CALIFORNIA
AIRFIELD
INFO*"""
""SAVE
BY
SMITH
1966-1
would
be
worth
12
points.
Since
most
Query
Language
problems
can
be
solved
in
more
than
one
way,
it
is
important
that
the
test
be
scored
by
someone
knowledgeable
in
Query
Language.
Each
Query
should
first
be
assigned
a
number
of
possible
points
,
according
to
how
the
student
attempted
to
solve
the
problem,
and
then
points
subtracted
for
the
items
missed.
For
example,
if
a
student
wrote
the
Query
RETRIEVE
AIRFIELDS
WITH
AFLD
NAME
=
PETERSON
THEN
RETAIN
GCD
(WALLACE):
RETRIEVE
AIRFIELDS
WITH
AFLD
NAME
i
BAILEY
AND
PETERSON
AND
WALLACE,
GCD
(BAILEY<[R1,
GCD
(WALLACE),
OR]
THEN
PRINT
AFLD
NAME,
GCD
(BAILEYH
for
question
number
8,
he
would
receive
17
possible
points,
and
lose
two:
1)
for
using
AND's
in
the
AFLD
NAME
i-
modifier,
and
2)
he
would
lose
his
punctuation
and
spelling
point
for
using
parentheses
around
WALLACE
in
the
value
[Rl,
GCD
WALLACE,
OR].
It
will
be
necessary,
for
each
student,
to
total
the
possible
points
and
the
correct
points
and
compute
his
percentage.
APPENDIX
C
(cont.)
TEST
ANSWER
KEY
A.
General
Information
Points
1.
provide
information
needed
for
decision-making
1
2.
a.
MATERIEL
STATUS
1
b.
FORCE
STATUS
1
c.
TACTICAL
CHAR
1
d.
PLAN
IDENT
1
3.
LISTH
OR
PRINTH
OR,
HORIZONTAL
1
LISTV
OR
PRINTV
OR,
VERTICAL
1
k.
In
the
Query
below,
use
brackets
and
labels
to
indicate:
a.
The
program
indicator
b.
The
file
indicator
c.
The
qualifier
d.
The
output
director
11
e.
The
output
selector
f.
The
qualifier
conjunction
g.
The
output
director
conjunction
h.
Modifiers
i.
Attributes
J.
Comparators
/
\
k.
Values
,._.
qualifier
(a)
(b)
(f)
file
qualifier
indicator
conjunction
PLAN
IDENT
WITH
(h)
modifier
program
indicator
attribute
comparator
PLAN
CAT
(kT-
value
EX,
RETRIEVE
>m
-
(h)
modifier
output
directo]
conjunction(g
THEN
output
director(d)
PRINT
attribute
(]
VUN
PLAN
IND
.)
comparator(j)value(k)
~2r
NO
output
selector(e)
attribute
(i)
PLAN
IDENT,
attribute
(i)
TYPE
OP,
attribute(ij>
START
DATE
""|
5.
RETRIEVE
AIRFIELDS
WITH
COUNTRY
*
t
CANDA
THEN
PRINT
AND
COUNT
AFLD
NAME
*AFLDS
IN
CANADA*
.
"1
6
APPENDIX
C
(cont.)
Points
6.
a
1
b
1
!.(£)
1
b.
1
<S>
1
d.
1
e.
1
©
1
g-
1
B.
Problems
1.
RETRIEVE
UNIT/LOC
STRNGTH
THEN
PRINT
INSTALLATION
=
DECR,
ALL,
SUM
AND
TOTAL
BY
LSA
(TOTAL
US
CIVILS)-i
8
2.
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
BLANK
THEN
PRINTH
POB
~i
8
3.
RETRIEVE
PLAN
IDENT
WITH
PLAN
CAT
=
EX,
MDS
=
C119A,
START
10
DATE>01JUN66
AND
<
15JUL66
THEN
LISTH
PLAN
IDENT
1
U.
RETRIEVE
FORCE
STATUS
WITH
UNIT
•
?,
UNIT
LOC
=
?,
MDS
=
?,
13
COMD
=
?
THEN
PRINT
MIN
(CRWS
AUTH,
ACFT
AUTH),
?
SAVE
-1
5.
FIND
FORCE
STATUS,
F105G
-\
k
6.
RETRIEVE
MATERIEL
STATUS
WITH
POB
=
'1'
THEN
PRINT
'2'
H
2
(1
=
'BARCLAY
2
=
'ALL
*BARCLAY
STATUS
DATA*'
-\
2
7.
RETRIEVE
AIRFIELDS
WITH
COUNTRY
=
CANADA,
GCD
(HILL
<
500),
18
MIN
(MAX
IFR
ARR,
MAX
IFR
DEP)
>
10,
TITLE
=
MIN
ARR/DEP;
COUNTRY
•
USA,
MIN
(MAX
IFR
ARR,
MAX
IFR
DEP)
>
10,
TITLE
=
MIN
ARR/DEP,
GCD
(KANSAS
CITY
<
350)
THEN
PRINTH
AFLD
NAME,
COUNTRY,
GCD,
MIN
ARR/DEP
n
(OR
PRINTH
AFLD
NAME,
SAME
n)
8.
RETRIEVE
AIRFIELDS
WITH
AFLD
NAME
i
BAILEY
OR
PETERSON
OR
9
WALLACE,
GCD
(BAILEY
<
GCD
(PETERSON,
WALLACE))
THEN
PRINT
AFLD
NAME,
GCD
-j
APPENDIX
C
(cont.)
Points
9.
RETRIEVE
PLAN
IDENT
WITH
PLAN
IDENT
=
32111
THEN
RETAIN
2k
LOG
ABST
IDENT:
RETRIEVE
LOG
ABSTRACTS
WITH
PLAN
IDENT
=
[Rl,
LOG
ABST
IDENT,
OR]
THEN
PRINT
PLAN
IDENT,
LOG
ABSTR:
RETRIEVE
PLAN
IDENT
WITH
LOG
ABST
IDENT
=
[Rl,
LOG
ABST
IDENT,
OR]
THEN
PRINT
AND
COUNT
PLAN
IDENT
~\
10.
RETRIEVE
MED
PLAN
RQMT
WITH
SUM
BY
PLAN
IDENT
(COLLECT
CSU
10
RQMT
•
MIN),
STAGE
AME
RQMT
=
LEAST
THEN
LISTV
SUM,
RTE
ID
=
GROUP
-I
11.
RETRIEVE
MATERIEL
STATUS
WITH
POB
+
SEMHOI,
ITEM
=
NITRO
GAS,
28
TOTAL
ASSETS
>
10000
THEN
RETAIN
POB:
RETRIEVE
AIRFIELDS
WITH
AFLD
NAME
=
[Rl,
POB,
OR],
GCD
(SEMHOI
=
MIN)
THEN
RETAIN
AND
LISTV
AFLD
NAME,
GCD:
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
NITRO
GAS,
POB
=
[R2,
AFLD
NAME,
OR]
THEN
LISTV
TOTAL
ASSETS
1
12.
RETRIEVE
FORCE
STATUS
WITH
MIN
(CRWS
RDY,
ACFT
RDY)
>
10,
TITLE
13
=
RDY
WP
SYS
THEN
LISTV
COMD,
UNIT,
UNIT
LOC,
MDS,
RDY
WP
SYS
~i
13.
RETRIEVE
MATERIEL
STATUS
WITH
ITEM
=
JET
FUEL,
STORAGE
LOC
•
20
PARKERSBURG
THEN
RETAIN
AND
LISTH
SUM
(SL
ASSET):
RETRIEVE
AIRFIELDS
WITH
LSA
=
3A,
JET
FUEL
CAP>
[Rl,
SUM
SL
ASSET,
AND]
THEN
LISTH
AFLD
NAME,
GCD
(PARKERSBURG),
JET
FUEL
CAP
1
Ik.
RETRIEVE
AIRFIELDS
WITH
COUNTRY
=
USA,
NAVAID
FACILITY
=
TOWER
9
AND APPROACH
AND
VOR
AND
TACAN
AND
VORTAC
AND
RBN
AND
AIR/GND
AND
DF
AND
GCA
AND
ILS,
LTG
FACILITY
=
ANY
THEN
COUNT
-|
15.
RETRIEVE
PERS
DEPLOY
STAT
WITH
SUM
BY
MDS
BY
POB
(TOTAL
ORG-AMN
11
>1000),
CRTY/STATE
=
USA;
ORG
KIND
=
RFG
THEN
LIST
SUM
=
INCR,
PLAN
IDENT
~»
16.
RETRIEVE
FORCE
STATUS
WITH
COMD
=
TAC,
UNIT
=
81BW,
MDS
=
B52A,
21
UNIT
LOC
=
PARKERSBURG
THEN
RETAIN
AND
LISTH
MIN
(ACFT
AUTH,
CRWS
AUTH),
TITLE
=
WPSYS
AUTH:
RETRIEVE
PLAN
IDENT
WITH
MDS
=
B52A,
CRWD
ACFT
RQ
<
[Rl,
WPSYS
AUTH,
AND]
THEN
LISTH
PLAN
IDENT1
APPENDIX
D
Sequence
and
Contents
of
the
Computer
Directed
Training
Sets
SET
CONTENTS
A
A
brief
introduction
to
the
use
of
the
console
and
the
CDT
overlay;
use
of
the
Instructional
materials;
use
of
the
CDT
Exhibit
Book.
B
More
detailed
coverage
on
the
use
of
the
console
and
the
CDT
overlay.
C
The
computer
component
and
the
input
and
output
devices
of
the
473L
System;
the
file
struc-
ture
and
the
types
of
data
storage
utilized
X
SETS
••
V
by
System
473L;
basic
methods
of
data
retrieval
with
System
473L;
more
on
the
use
of
the
console
and
the
CDT
overlay.
D
Basic
elements
of
a
QL
statement;
introduction
to
Error
Messages;
use
of
the
AP
manuals
covering
the
QL
data
base
and
system
vocabu-
lary;
more
on
the
use
of
the
CDT
Exhibit
Book,
E
More
on
the
use
of
the
AF
manuals
covering
the
QL
data
base
and
system
vocabulary;
more
on
the
use
of
the
CDT
Exhibit
Book;
more
on
the
use
of
the
console
and
the
CDT
overlay.
INDEP
Y
SETS
CUM
Y
SET
INDEP
Y
SETS
CUM
Y
SET
INDEP
Y
SETS
CUM
Y
SET
INDEP
Y
SETS
CUM
Y
SET
INDEP
Y
SETS
F
G
H
(I
••<
J
L
•
•
R
•
•<S
INDEP
Y
SETS
CUM
Y
SET
../T
••<V
CUM
Y
SET
.
JW
INDEP
Y
SET
..ix
POSTTEST
m
9
lY
Y
SET
1
The
Simple
Qualifier
Basic
Instruction
on
writing
the
Output
Director
and
Output
Selector
Review
of
F
and
0
Special
features
of
the
qualifier
Special
features
of
the
selector
Review
of
I
and
J
GCD
functions
MIN
and
MAX
functions
Review
of
L
and
M
More
on
MIN
and
MAX
functions
GREATEST
and
LEAST,
and
Review
of
MIN
and
MAX
Review
of
0
and
P
Simple
uses
of
SUM
More
complex
uses
of
SUM
Review
of
R
and
S
Titles
and
Sorting
and
Compound
Qualifiers
SAVE
Procedures
and
CHECK
Review
of
U
and
V
Complex
Queries
Review
and
Practice
of
Sets
F
through
X,
and
the
Posttest
Unclassified
Security
Classification
DOCUMENT
CONTROL
DATA
-
R&D
(Security
c
lassttication
ot
title,
body
of
abstract
and
indexing
annotation
muet
be
entered
when
the
overall
report
ie
claasilied)
1
ORICINATIN
G
ACTIVITY
(Corporate
author)
American
Institutes
for
Research
Pittsburgh,
Pennsylvania
2»
REPORT
SECURITY
C
L
A1S
I
Fl
C
A
T
I
O
N
Unclassified
2b
GROUP
N/A
3
REPORT
TITLE
DEVELOPMENT
AND
EVALUATION
OF
SELF-INSTRUCTIONAL
TEXTS
AND
AN
OPERATIONAL
SPECIFICATION
FOR
COMPUTER
DIRECTED
TRAINING
IN
INTERMEDIATE
QUERY
LANGUAGE,
MODEL
II
FOR
SYSTEM
473L,
U.S.
AIR
FORCE
HEADQUARTERS
4
DESCRIPTIVE
NOTES
(Type
ot
report
and
inclusive
dates)
Final
Report
5
AuTHORfS)
(Last
name,
first
name,
initial)
Slough,
Doris
Clapp
Yens,
David
P.
Northrup,
Judl
L.
Shettel.
Harris
H.
6
REPORT
DATE
October
1966
la
TOTAL
NO
OF
PASES
65
76
NO
OF
REFS
b
8a
CONTRACT
OR
GRANT
NO.
AF
l9(628)-2935
b.
PROJEC
T
NO
7682
c
TASK:
768204
9»
ORIGINATOR'S
REPORT
NUMBEHlSj
ESD-TR-66-637
9
b.
OTHER
REPORT
N
of
S)
(A
ny
other
numbers
that
may
be
assigned
this
report)
None
10
A
V
A
IL
ABILITY
/LIMITATION
NOTICES
Distribution
of
this
document
is
unlimited,
11
SUPPLEMENTARY
NOTES
12
SPONSORING
MILITARY
ACTIVITY
Decision
Sciences
Laboratory,
Electronic
Systems
Division,
Air
Force
Systems
Command,
USAF,
L.
G.
Hanscom
Field,
Bedford,
Mass.
01730
13
ABSTRACT
This
report
summarizes
the
development
and
evaluation
of
a
programed,
self-
instructional
course
for
on-the-job
training
of
Air
Staff
personnel
in
the
use
of
Intermediate
Query
Language,
Model
II.
This
is
an
information
retrieval
language
used
with
the
computer
based,
Air
Force
command
and
control
system,
System
U73L.
In
addition,
it
describes
a
computer
directed
training
capability
that
was
designed
specifically
to
use
System
1+73L
itself
to
effectively
and
efficiently
provide
training
in
Query
Language.
The
report
describes
the
need
for
on-the-job
training
and
the
rationale
for
a
computer
directed
training
capability
to
provide
this
train
ing.
It
describes
the
development
of
the
programed
text,
the
text
itself,
and
the
effectiveness
of
the
text
materials
based
on
tryout
data.
Finally,
a
description
of
the
proposed
computer
directed
training
course
is
given,
with
emphasis
on
the
training
design.
The
H73L
System
configuration
using
the
AN/FYQ-11
computer,
towards
which
this
study
was
oriented,
will
not
be
implemented
for
the
Headquarters
U.
S.
Air
Force
Command
and
Control
System.
However,
this
design
Btudy
for
the
training
subsystem
may
be
of
interest
to
researchers
on
computer-directed
instruc-
tional
systems.
DD
FORM
1
JAN
84
1473
Unclassified
Security
Classification
Unclassified
Security
Classification
KEY
WORDS
LINK
A
LINK
B
Automated
Training
Subsystem
Information
Systems
Self
Instruction
Course
Programed
Learning
OJT
Man-Computer
Communication
Computer
Directed
Instruction
INSTRUCTIONS
1.
ORIGINATING
ACTIVITY:
Enter
the
name
and
address
of
the
contractor,
subcontractor,
grantee,
Department
of
De-
fense
activity
or
other
organization
(corporate
author)
issuing
the
report.
2a.
REPORT
SECURITY
CLASSIFICATION:
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over-
all
security
classification
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Indicate
whether
"Restricted
Data"
is
included.
Marking
is
to
be
in
accord-
ance
with
appropriate
security
regulations.
26.
GROUP:
Automatic
downgrading
is
specified
in
DoD
Di-
rective
5200.
10
and
Armed
Forces
Industrial
Manual.
Enter
the
group
number.
Also,
when
applicable,
show
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markings
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been
used
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as
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ized.
3.
REPORT
TITLE:
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complete
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title
in
all
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Titles
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be
unclassified.
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title
cannot
be
selected
without
classifica-
tion,
show
title
classification
in
all
capitals
in
parenthesis
immediately
following
the
title.
4.
DESCRIPTIVE
NOTES
If
appropriate,
enter
the
type
of
report,
e.g.,
interim,
progress,
summary,
annual,
or
final.
Give
the
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when
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specific
reporting
period
is
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5.
AUTHOR(S):
Enter
the
name(s)
of
authors)
as
shown
on
or
in
the
report.
Entei
last
name,
first
name,
middle
initial.
If
military,
show
rank
pnd
branch
of
service.
The
name
of
the
principal
author
is
an
absolute
minimum
requirement.
6.
REPORT
DATE:
Enter
the
date
of
the
report
as
day,
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year,
or
month,
year.
If
more
than
one
date
appears
on
the
report,
use
date
of
publication.
7a.
TOTAL
NUMBER
OF
PAGES:
The
total
page
count
should
follow
normal
pagination
procedures,
i.e.,
enter
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containing
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76.
NUMBER
OF
REFERENCES:
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cited
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8a.
CONTRACT
OR
GRANT
NUMBER:
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applicable
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report
was
written.
86,
8c,
&
8d.
PROJECT
NUMBER:
Enter
the
appropriate
military
department
identification,
such
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project
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subproject
number,
system
numbers,
task
number,
etc.
9a.
ORIGINATOR'S
REPORT
NUMBER(S):
Enter
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offi-
cial
report
number
by
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controlled
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originating
activity.
This
number
must
be
unique
to
this
report.
96.
OTHER
REPORT
NUMBER(S):
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other
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numbers
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sponsor),
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number(s).
10.
AVAILABILITY/LIMITATION
NOTICES:
Enter
any
lim-
itations
on
further
dissemination
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other
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security
classification,
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standard
statements
such
as:
(1)
"Qualified
requesters
may
obtain
copies
of
this
report
from
DDC''
(2)
"Foreign
announcement
and
dissemination
of
this
report
by
DDC
is
not
authorized."
(3)
"U.
S.
Government
agencies
may
obtain
copies
of
this
report
directly
from
DDC.
Other
qualified
DDC
users
shall
request
through
(4)
"U.
S.
military
agencies
may
obtain
copies
of
this
report
directly
from
DDC
Other
qualified
users
shall
request
through
(5)
"All
distribution
of
this
report
is
controlled.
Qual-
ified
DDC
users
shall
request
through
If
the
report
has
been
furnished
tc
the
Office
of
Technical
Services,
Department
of
Commerce,
for
sale
to
the
public,
indi-
cate
this
fact
and
enter
the
price,
if
known.
11.
SUPPLEMENTARY
NOTES:
Use
for
additional
explana-
tory
notes.
12.
SPONSORING
MILITARY
ACTIVITY:
Enter
the
name
of
the
departmental
project
office
or
laboratory
sponsoring
(pay-
ing
for)
the
research
and
development.
Include
address.
13.
ABSTRACT:
Enter
an
abstract
giving
a
brief
and
factual
summary
of
the
document
indicative
of
the
report,
even
though
it
may
also
appear
elsewhere
in
the
body
of
the
technical
re-
port.
If
additional
space
is
required,
a
continuation
sheet
shall
be
attached.
It
is
highly
desirable
that
the
abstract
of
classified
reports
be
unclassified.
Each
paragraph
of
the
abstract
shall
end
with
an
indication
of
the
military
security
classification
of
the
in-
formation
in
the
paragraph,
represented
as
(TS),
(S),
(C),
or
(U)
There
is
no
limitation
en
the
length
of
the
abstract.
How-
ever,
the
suggested
length
is
from
150
to
225
words.
14.
KEY
WORDS:
Key
words
are
technically
meaningful
terms
or
short
phrases
that
characterize
a
report
and
may
be
used
as
index
entries
for
cataloging
the
report.
Key
words
must
be
selected
so
that
no
security
classification
is
required.
Identi-
fiers,
such
as
equipment
model
designation,
trade
name,
military
project
code
name,
geographic
location,
may
be
used
as
key
words
but
will
be
followed
by
an
indication
of
technical
con-
text.
The
assignment
of
links,
rules,
and
weights
is
optional
GPO
886-551
Unclassified
Security
Classification
DEPARTMENT
OF
THE
AIR
FORCE
HEADQUARTERS
ELECTRONIC
SYSTEMS
DIVISION
(AFSC)
LAURENCE
G.
HANSCOM
FIELD.
BEDFORD,
MASSACHUSETTS
Ol
731
REPLY
TO
ATTNOF:
ESE(Mr.
O'Brien/5322)
SUBJECT:
Release
of
Technical
Document
28
March
1967
TO
:
ESTIP
Identification:
ESD-TR-66-637
ESE
has
no
objection
to
release
of
the
above-cited
document
to
the
Clearinghouse
for
Scientific
and
Technical
Information.
J0^<;
T.
O'BRIEN
lief,
Public
Information
Division
[nformation
Office
1
Atch
n/c

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