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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 sense. [Figure 2-5]
2-7
Perception involves more than the reception of stimuli from
the five senses; it also involves a person giving meaning
to sensations. People base their actions on the way they
believe things to be. The experienced AMT, for example,
perceives an engine malfunction quite differently than does
an inexperienced student. This occurs because the beginning
aviation student is overwhelmed by stimuli and often focuses
on meaningless things, thus missing key information. It is
important for the instructor to direct trainee’s perceptions
initially so that the student detects and perceives relevant
information.
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 that affect the perceptual process is very important
to the aviation instructor because perceptions are the basis
of all learning.
Factors That Affect Perception
Both internal and external factors affect an individual’s
ability to perceive:
• Physical organism
• Goals and values
• Self-concept
• Time and opportunity
• Element of threat
Physical Organism
The physical organism provides individuals with the
perceptual apparatus for sensing the world around them.
Pilots, for example, must be able to see, hear, feel, and
respond adequately while they are in the air.
Goals and Values
Perceptions depend on one’s values and goals. Every
experience and sensation, which is funneled into one’s
central nervous system, is colored by the individual’s own
beliefs and value structures. Spectators at a ball game may
see an infraction or foul differently depending on which
team they support. The values of the student are important
for the instructor to know, because this knowledge assists
in predicting how the student interprets experiences and
instructions.
Goals are also a product of one’s value structure. Things
that are more highly valued and cherished are pursued; those
accorded less value and importance are not sought after.
Self-Concept
Self-concept is a powerful determinant in learning. A
student’s self-image, described in such terms as “confident”
or “insecure,” has a great influence on the total perceptual
process. If a student’s experiences tend to support a
favorable self-image, the student tends to remain receptive to
subsequent experiences. If a student has negative experiences,
which tend to contradict self-concept, there is a tendency to
reject additional training.
A negative self-concept inhibits the perceptual processes by
introducing psychological barriers, which tend to keep the
student from perceiving. They may also inhibit the ability
to properly implement what is perceived. That is, selfconcept affects the ability to actually perform or do things
unfavorably. Students who view themselves positively, on
the other hand, are less defensive and more receptive to new
experiences, instructions, and demonstrations.
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, proper
sequence and time are necessary.
A student could probably stall an aircraft on the first attempt,
regardless of previous experience. Stalls cannot really be
learned, however, unless some experience in normal flight has
been acquired. Even with such experience, time and practice
are needed to relate the new sensations and experiences
associated with stalls in order to develop a perception of the
stall. In general, lengthening an experience and increasing its
frequency are the most obvious ways to speed up learning,
although this is not always effective. Many factors, in
addition to the length and frequency of training periods, affect
the rate of learning. The effectiveness of the use of a properly
planned training syllabus is proportional to the consideration
it gives to the time and opportunity factor in perception.
Element of Threat
　
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