Traditionally, the domains of mental workload and training have been studied in isolation even though they share many common characteristics. In the present paper we integrate findings from psychophysiological and performance-based studies which address both of these issues. By augmenting traditional indices of skill acquisition such as RMS error scores, reaction times and accuracy measures with psychophysiological measures such as the event-related brain potential we will show that workload effects can be assessed throughout the training process. More specifically, we argue that the development of skill and the effects of workload on the human operator can be modelled within the framework of resource theories of attentional allocation. We also describe how converging evidence from psychophysiological and behavioral studies can be used to examine subtle changes in operator strategies during training.
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