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It is clear that some degree of transfer is involved in all learning. This is true because, except for certain inherent responses, all new learning is based upon previously learned experience. People interpret new things in terms of what they already know.
Many aspects of teaching profit by this type of transfer, perhaps explaining why students of apparently equal ability have differing success in certain areas. Negative transfer may hinder the learning of some; positive transfer may help others. This points to a need to know a student’s past experience and what has already been learned. In lesson and syllabus development, instructors can plan for transfer by organizing course materials and individual lesson materials in a meaningful sequence. Each phase should help the student learn what is to follow.
The cause of transfer and exactly how it occurs is difficult to determine, but no one disputes the fact that transfer occurs. For the instructor, the significance of transference lies in the fact that the students can be helped to achieve it. The following suggestions are representative of what educational psychologists believe should be done:
• Plan for transfer as a primary objective. As in all areas of teaching, the chance for success is increased if the instructor deliberately plans to achieve it.
• Ensure that the students understand that what is learned can be applied to other situations. Prepare them to seek other applications.
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• Maintain high-order learning standards. Overlearning may be appropriate. The more thoroughly the students understand the material, the more likely they are to see its relationship to new situations. Avoid unnecessary rote learning, since it does not foster transfer.
• Provide meaningful learning experiences that build student confidence in their ability to transfer learning. This suggests activities that challenge them to exercise their imagination and ingenuity in applying their knowledge and skills.
• Use instructional material that helps form valid concepts and generalizations. Use materials that make relationships clear.Habit Formation
The formation of correct habit patterns from the beginning of any learning process is essential to further learning and for correct performance after the completion of training. Remember, primacy is one of the fundamental principles of learning. Therefore, it is the instructor’s responsibility to insist on correct techniques and procedures from the outset of training to provide proper habit patterns. It is much easier to foster proper habits from the beginning of training than to correct faulty ones later.
Due to the high level of knowledge and skill required in aviation for both pilots and maintenance technicians, training has traditionally followed a building block concept. This means new learning and habit patterns are based on a solid foundation of experience and/or old learning. Everything from intricate cognitive processes to simple motor skills depends on what the student already knows and how that knowledge can be applied in the present. As knowledge and skill increase, there is an expanding base upon which to build for the future.
How Understanding Affects Memory
The ability to remember is greatly affected by the level of understanding of what has been learned. Many studies have demonstrated a depth-of-processing effect on memory: the more deeply humans think about what they have learned, the more likely they are able to retrieve that knowledge later. Depth-of-processing is the natural result of the kinds of learning activities described earlier: beginning with memorized information and then elaborating upon it, making associations, constructing explanations, all in pursuit of furthering understanding.
The effects of depth of processing on memory are quite powerful and result from even the simplest attempts to elaborate on what has been learned. One study asked participants to memorize sentences such as “The pilot arrived late.” Half of the participants simply memorized the sentences as they were. The other participants were asked to develop an elaboration for the sentence such as “because of the bad weather.”
When put to a test, participants who created elaborations were significantly better able to recall the sentences. When memories for sentences had decayed, it seems that remembered words from the elaborations helped people recall them.
Remembering During Training
Remembering what is learned on a day-to-day basis is the first challenge students must meet. As students are presented with new knowledge each day, they must work to maintain that new knowledge plus all the knowledge they learned on previous days. Indeed, remembering during training is a challenge that increases in magnitude each day.
The first threat to newly acquired knowledge is a lack of frequent usage in the past. To address this threat, the student must engage in regular practice of what they have learned. Students often put off daily studying in favor of “cramming” the night before an evaluation. These students should be made aware that shorter and regularly spaced study sessions produce memory results that far exceed those obtained from cramming.
　
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