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may be surprised at how the research has been used, many
educators and school systems have become advocates of
applying learning style to teaching methods.
Another model for learning, the Approaches to Learning
model, bases its theory on the student’s learning intentions.
For example, is the student interested in short-term
memorization of the material or long-term knowledge? Does
the student want a passing grade on a pop quiz or the ability
to use the material learned to repair an engine? One feature
of the Approaches to Learning is that the learner’s approach
to learning depends on his or her reasons for learning. This
theory reflects the chapter 1 discussion of adult learners
who come to aviation training with definite reasons for
learning.
2-18
Responds well to verbal
instruction
Likes to learn in step-
by-step format
Prefers writing
Is planned and
structured
Does well on
multiple choice
tests
Analytic
Recalls people’s names
Responds well to demonstrated instructions
Likes to learn general
concept and then
specifics
Prefers open-
ended questions
Responds to
tone of voice
Impulsive
Recalls people’s faces
Holistic or global
Left Brain Right Brain
Figure 2-14. The importance of recognizing a dominant brain
hemisphere gives the instructor a guide for ways to teach and
reinforce learning.
Active
Reflective
Sensing
Intuitive
Visual
Verbal
Sequential
Global
Tends to retain and understand
information by doing something with it
Prefers to think about information quietly
Likes learning facts
Prefers discovering possibilities and
relationships
Remembers best what is seen
Learns more from words–written and
spoken explanations
Learns best with step-by-step
explanations
Tends to learn in large jumps
Learning Style Traits
Figure 2-15. Some of the different traits utilized by each learning
style.
While controversy exists over the scientific value of learning
styles as well as approaches to learning, many educational
psychologists advocate their use in the learning process.
Knowledge of learning styles and approaches can help an
instructor make adjustments in how material is presented
if his or her learning/teaching style differs from the way
a student learns. Since a student’s information processing
technique, personality, social interaction tendencies, and the
instructional methods used are all significant factors, training
programs should be sensitive to different learning styles.
Right Brain/Left Brain
According to research on the human brain, people have
a preferred side of the brain to use for understanding and
storing information. While both sides of the brain are
involved in nearly every human activity, it has been shown
that those with right-brain dominance are characterized as
being spatially oriented, creative, intuitive, and emotional.
Those with left-brain dominance are more verbal, analytical,
and objective. Generally, the brain functions as a whole. For
example, the right hemisphere may recognize a face, while
the left associates a name to go with the face.
While most people seem to have a dominant side, it is
a preference, not an absolute. On the other hand, when
learning is new, difficult, or stressful, the brain seems to go
on autopilot to the preferred side. Recognizing a student’s
dominant brain hemisphere gives the instructor a guide for
ways to teach and reinforce learning. There are also some
people who use both sides of the brain equally well for
understanding and storing information. [Figure 2-14]
Holistic/Serialist Theory
As seen in Figure 2-14, right and left brain learners have
preferences for how they process information. Based on
information processing theory, left brain learners or serialist
learners have an analytic approach to learning. Because they
gain understanding in linear steps, with each step logically
following the previous one, these learners need well-defined,
sequential steps where the overall picture is developed slowly,
thoroughly, and logically. This is a bottom-up strategy.
Right brain or holistic learners favor the holist strategy and
prefer a big picture or global perspective. This is a top-down
strategy and learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections, until
suddenly “it” clicks and they get it. Global learners solve
　
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