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Also, if the task is learned in isolation, it is not initially applied to the overall performance, or if it must be relearned, the process can be confusing and time consuming. The first experience should be positive, functional, and lay the foundation for all that is to follow.Intensity
Immediate, exciting, or dramatic learning connected to a real situation teaches a learner more than a routine or boring experience. Real world applications (scenarios) that integrate procedures and tasks the learner is capable of learning make a vivid impression and he or she is least likely to forget the experience. For example, using realistic scenarios has been shown to be effective in the development of proficiency in flight maneuvers, tasks, and single-pilot resource management (SRM) skills. Recency
The principle of recency states that things most recently learned are best remembered. Conversely, the further a learner is removed in time from a new fact or understanding, the more difficult it is to remember. For example, it is easy for a learner to recall a torque value used a few minutes earlier, but it is more difficult or even impossible to remember an unfamiliar one used a week earlier.
Instructors recognize the principle of recency when they carefully plan a summary for a ground school lesson, a shop period, or a postflight critique. The instructor repeats, restates, or reemphasizes important points at the end of a lesson to help the learner remember them. The principle of
2-12
Recall information
UnderstandingApplicationAnalyzeSynthesizeEvaluateAwarenessRespondValuingOrganizationIntegrationObservationImitationPracticeHabi Cognitive Affective PsychomotorKnowledgeAttitudeSkills
Figure 2-8. An overview of the three learning domains.
recency often determines the sequence of lectures within a course of instruction.
In SBT, the closer the training or learning time is to the time of the actual scenario, the more apt the learner is to perform successfully. This law is most effectively addressed by making the training experience as much like the scenario as possible.Domains of Learning
As mentioned during the discussion of Cognitive Theory, Dr. Bloom played a central role in transforming the field of educational psychology. Interested in what and how people learn, he proposed a framework to help understand the major areas of learning and thinking. He first classified them into three large groups [Figure 2-8] called the domains of learning:
• Cognitive (thinking)
• Affective (feeling)
• Psychomotor (doing)Cognitive Domain
The group effort to classify the levels of thinking behaviors thought to be important in the processes of learning mentioned earlier in the chapter led to Bloom’s Taxonomy of the Cognitive Domain. One of the best known educational domains, it includes remembering specific facts (content knowledge) and concepts that help develop intellectual abilities and skills. There are six major categories, starting from the simplest behavior (recalling facts) to the most complex (evaluation). [Figure 2-9]
The four practical learning levels are rote, understanding, application, and correlation. [Figure 2-10] The lowest level is the ability to repeat something which one has been taught, without understanding or being able to apply what has been learned. This is referred to as rote learning. The fact level is a single concept. The key verbs which describe or measure this activity are words such as define, identify, and label. The comprehension or understanding level puts two or more concepts together and uses verbs such as describe, estimate, or explain. The application level puts two or more concepts together to form something new. Typical verbs at this level include “determine,” “develop,” and “solve.”
For example, Bill may explain the procedure for entering a level, left turn to Beverly. The procedure includes several steps: (1) visually clear the area, (2) add a slight amount of power to maintain airspeed, (3) apply aileron control pressure to the left, (4) add sufficient rudder pressure in the direction of the turn to avoid slipping and skidding, and (5) increase back pressure to maintain altitude. When Beverly verbally repeats this instruction, she has learned the procedure by rote. This will not be very useful to her if there is never an opportunity to make a turn in flight, or if she has no knowledge of the function of aircraft controls.
With proper instruction on the effect and use of the flight controls, and experience in controlling the aircraft during straight-and-level flight, Beverly can consolidate old and new perceptions into an insight on how to make a turn. At this point, she has developed an understanding of the procedure for turning the aircraft in flight. This understanding is basic to effective learning, but may not necessarily enable her to make a correct turn on the first attempt.
When Beverly understands the procedure for entering a turn, has had turns demonstrated, and has practiced turn entries until consistency has been achieved, she has developed the skill to apply what has been learned. This is a major level of learning, and one at which the instructor is too often willing to stop. Discontinuing instruction on turn entries at this point and directing subsequent instruction exclusively to other elements of piloting performance is characteristic of piecemeal instruction, which is usually inefficient.
　
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