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A second threat to newly acquired knowledge is a lack of understanding that might serve to assist the student in recalling it. It has been demonstrated that study practices that combine repetition of knowledge along with efforts to increase one’s understanding of the knowledge lead to best results. The idea of reading with “study questions” in mind is one that has received much attention by memory researchers.
Experiments have found that not only does answering study questions lead to better memory, but so does the very act of creating study questions. In one experiment in which students read a text and were then tested on their comprehension, students who wrote their own study questions and then discarded them unanswered exhibited better recall than students who simply read the text.
Remembering After Training
Students must leave the training environment with a sound understanding that a certificate is in no sense a guarantee that they will remember anything that they have learned. It seems that no one is exempt from the process of forgetting. Continued practice of their knowledge and skill is the only means of retaining what they learned, and practice is important after they become certificated pilots and mechanics as it is during their training.
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One study of pilots’ retention of aeronautical knowledge showed that students’ retention of some topics was superior to that of their own instructors. It seems that the students’ active use and recent rehearsal of these knowledge topics in preparation for knowledge and practical tests outweighed the effects of the more frequent (but less recent) usage on the part of the instructors. This finding nicely demonstrates that an instructor’s knowledge is just as vulnerable to forgetting when it has not been recently practiced.
In the same study, the ability of certificated pilots to remember details about regulations was related to the number of months since each pilot’s last flight review. This suggests that pilots may take steps to sharpen their knowledge before a flight review and allow it to decay between reviews. Even skills that become automatic during training may not remain automatic after a period of disuse. Sources of Knowledge
Aviation students obtain knowledge from a variety of sources while training to be pilots or mechanics. The aviation instructor is the student’s primary source of knowledge, but an instructor also recommends other sources of knowledge. These include books, photographs, videos, diagrams and charts, and other instructional materials. These sources are important for the student because they allow information to be archived and easily transferred from one person to another. They also allow the reader to self-pace the acquisition of information and permit the reader to pause, think, formulate, and reformulate his or her understanding.
The instructor also encourages the student to gain experience in the real world of aviation. These experiences enhance the student’s incidental learning: observation of other pilots or mechanics, thinking about what has been learned, formulation of schemas, and ability to make correlations about what has been learned. Interactive computer-based instruction programs, another excellent source of knowledge, often go hand-in-hand with the flight training syllabus, assuring academics are delivered just-in-time to complement lessons.
Summary of Instructor Actions
To help students remember what they have learned, the instructor should:
• Discuss the difference between short-term memory and long-term memory.
• Explain the effect of frequent and recent usage of knowledge on remembering and forgetting.
• Explain the effect of depth of understanding on remembering and forgetting.
• Encourage student use of mnemonic devices while studying.
• Explain the benefits of studying at regularly spaced intervals, and the disadvantages of “cramming.”
Chapter Summary
Learning theory has caused instruction to move from basic skills and pure facts to linking new information with prior knowledge, from relying on a single authority to recognizing multiple sources of knowledge, and from novice-like to expert-like problem-solving. While educational theories facilitate learning, no one learning theory is good for all learning situations and all learners. Instruction in aviation should utilize a combination of learning theories.
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Introduction
Carol, a Certified Flight Instructor (CFI), has planned the first tailwheel flight with Jacob, her student pilot. She begins the preflight briefing with an explanation of the tendency of tailwheel aircraft to yaw in normal takeoff. This yawing tendency gives the illusion that the tailwheel aircraft is unstable during the takeoff. Since this yawing tendency occurs on every takeoff, it is predictable and the pilot is able to compensate for it. Carol then discusses the precession, which causes the noticeable yaw when the tail is raised from a three point attitude to a level flight attitude. This change of attitude tilts the horizontal axis of the propeller, and the resulting precession produces a forward force on the right side (90° ahead in the direction of rotation), yawing the aircraft’s nose to the left. To demonstrate the yawing tendency, she places a model aircraft prop under a desk lamp. [Figure 3-1] By moving the prop, the shadow it casts illustrates the pitch change of the propeller when the aircraft is on its tailwheel and when the aircraft is raised to a level flight attitude.
　
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