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As perceptions increase in number and are assembled by the student into larger blocks of learning, they develop insight. As a result, learning becomes more meaningful and more permanent. Forgetting is less of a problem when there are more anchor points for tying insights together. It is a major responsibility of the instructor to organize demonstrations and explanations, and to direct practice, so that the student has better opportunities to understand the interrelationship of the many kinds of experiences that have been perceived. Pointing out the relationships as they occur, providing a secure and nonthreatening environment in which to learn, and helping the student acquire and maintain a favorable self-concept are key steps in fostering the development of insight.Motivation
Motivation is probably the dominant force governing the student’s progress and ability to learn. Motivation may be positive or negative, tangible or intangible, subtle and difficult to identify, or it may be obvious.
Positive motivation is provided by the promise or achievement of rewards. These rewards may be personal or social; they may involve financial gain, satisfaction of the self-concept, or public recognition. Motivation which can be used to advantage by the instructor includes the desire for personal gain, the desire for personal comfort or security, the desire for group approval, and the achievement of a favorable self-image.
Negative motivation may engender fear, and be perceived by the student as a threat. While negative motivation may be useful in certain situations, characteristically it is not as effective in promoting efficient learning as positive motivation.
Positive motivation is essential to true learning. Negative motivation in the form of reproofs or threats should be avoided with all but the most overconfident and impulsive students. Slumps in learning are often due to declining motivation. Motivation does not remain at a uniformly high level. It may be affected by outside influences, such as physical or mental disturbances or inadequate instruction. The instructor should strive to maintain motivation at the
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learning of skill A helps to learn skill B, positive transfer occurs. If learning skill A hinders the learning of skill B, negative transfer occurs. It should be noted that the learning of skill B may affect the retention or proficiency of skill A, either positively or negatively. While these processes may help substantiate the interference theory of forgetting, they are still concerned with the transfer of learning.
Many aspects of teaching profit by this type of transfer. It may explain 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 should plan for transfer of learning by organizing course materials and individual lesson materials in a meaningful sequence. Each phase should help the student learn what is to follow.Habit Formation
The formation of correct habits from the beginning of any learning process is essential to further learning and for correct performance after the completion of training. Remember that 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 pilots, training has traditionally followed a building block concept. This means new learning and habits are based on a solid foundation of experience and/or old learning. As knowledge and skill increase, there is an expanding base upon which to build for the future.
Theories of Forgetting
A consideration of why people forget may point the way to help them remember. Several theories account for forgetting, including disuse and interference. Disuse
The theory of disuse suggests that a person forgets those things which are not used. The high school or college graduate is saddened by the lack of factual data retained several years after graduation. Since the things which are remembered are those used on the job, a person concludes that forgetting is the result of disuse. But the explanation is not quite so simple. Experimental studies show that a hypnotized person can describe specific details of an event which normally is beyond recall. Apparently the memory is
highest possible level. In addition, the instructor should be alert to detect and counter any lapses in motivation.
Levels of Learning
Levels of learning may be classified in any number of ways. Four basic levels have traditionally been included in flight instructor training:
• Rote—the ability to repeat something back which was learned but not understood. An example of this may be the student who reads and can repeat back the applicable provision of 14 CFR section 91.119, Minimum Safe Altitudes, but has no concept of how this may affect their flight.
　
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