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• Exercise—the principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. The human memory is fallible. The mind can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Students learn by applying what they have been told and shown. Every time practice occurs, learning continues. The instructor must provide opportunities for students to practice and, at the same time, make sure that this process is directed toward a goal.
• Effect—based on the emotional reaction of the student. It states that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. Experiences that produce feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student. If, for example, an instructor attempts to teach precision maneuvering during the first flight, the student is likely to feel inferior and be frustrated.
• Primacy—the state of being first, often creates a strong, almost unshakable, impression. For the instructor, this means that what is taught must be right the first time. For the student, it means that learning must be right. “Unteaching” is often more difficult than teaching. Every student should be started right. The first experience should be positive, functional, and lay the foundation for all that is to follow.
• Intensity—a vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. A student is likely to gain greater understanding of steep approaches or short-field, high wind landings by performing them rather than merely reading about them. The principle of intensity implies that a student learns more from the real thing than from a substitute.
• Recency—things most recently learned are best remembered. Conversely, the further a student is removed in time from a new factor in understanding, the more difficult it is to remember. Instructors recognize the principle of recency when they carefully plan a summary for a ground school lesson, a flight period, or a postflight critique.
How People Learn
Initially, all learning comes from perceptions which are directed to the brain by one or more of the five senses: sight, hearing, touch, smell, and taste. Psychologists have also found that learning occurs most rapidly when information is received through more than one of the senses. [Figure 10-5]
10-8
Perceptions
Perceiving involves more than the reception of stimuli from the five senses. Perceptions result when a person gives meaning to sensations. People base their actions on the way they believe things to be.
Real meaning comes only from within a person, even though the perceptions which evoke these meanings result from external stimuli. The meanings which are derived from perceptions are influenced not only by the individual’s experience, but also by many other factors. Knowledge of the factors which affect the perceptual process is very important to the flight instructor because perceptions are the basis of all learning.
Factions Which Affect Perception
There are several factors that affect an individual’s ability to perceive. Some are internal to each person and some are external.
• Physical organism—provides individuals with the perceptual sensors for perceiving the world around them.
• Basic need—a person’s basic need is to maintain and enhance the organized self. A person’s most pressing need is to preserve and perpetuate the self. To that end, an instructor must remember that anything asked of the student that may be interpreted by the student as endangering the self is resisted or denied.
• Goals and values—perceptions depend on one’s goals and values. The precise kinds of commitments and philosophical outlooks which the student holds are important for the instructor to know, since this knowledge assists in predicting how the student interprets experiences and instructions.
• Self-concept—a powerful determinant in learning. If a student’s experiences tend to support a favorable self-image, the student tends to remain receptive to subsequent experiences. A negative self-concept inhibits the perceptual processes which tend to keep the student from perceiving, effectively blocking the learning process.
• Time and opportunity—it takes time and opportunity to perceive. Learning some things depends on other perceptions which have preceded these learnings, and on the availability of time to sense and relate these new things to the earlier perceptions. Thus, sequence and time are necessary.
• Element of threat—does not promote effective learning. When confronted with a perceived threat, students tent to limit their attention to the threatening object or condition. Insight
Insight involves the grouping of perceptions into meaningful groups of understanding. Creating insight is one of the instructor’s major responsibilities. To ensure that this does occur, it is essential to keep each student constantly receptive to new experiences and to help the student realize the way each piece relates to all other pieces of the total pattern of the task to be learned.
　
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