Abstract
In this paper we discuss the impact of differing knowledge structure measurement techniques on assessing instructor mental models for behaviors associated with Situation Awareness. Our goals were, first, to investigate the degree to which an expert model for such behaviors actually exists, and second, to determine the degree to which experts, varying along a number of dimensions, assess these behaviors using differing knowledge structure measurement techniques. The results show substantial agreement in concept relatedness across differing measures, but less agreement across differing expert groups. Our discussion focuses on the differing measures and their ability to assess the knowledge structures associated with experts differing in their training roles and we review the implications of these findings for training researchers.
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