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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.
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
　
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