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AMT. Words and symbols do not always represent the same
thing to every person. To communicate effectively, speakers
and writers should be aware of these differences. Words and
symbols can then be chosen to represent what the speaker
or writer intends.
Overuse of Abstractions
Abstractions are words that are general rather than specific.
Concrete words or terms refer to objects people can relate
directly to their own experiences. These words or terms
specify an idea that can be perceived or a thing that can be
visualized. Abstract words, on the other hand, stand for ideas
that cannot be directly experienced, things that do not call
forth mental images in the minds of the students. The word
aircraft is an abstract word. It does not call to mind a specific
aircraft in the imaginations of various students. One student
may visualize an airplane, another student might visualize a
helicopter, and still another student might visualize an airship.
[Figure 3-4] Although the word airplane is more specific,
various students might envision anything from a Boeing 777
to a Piper Cub.
Aircraft engines represent another example of abstractions.
When an instructor refers to aircraft engines in general,
some students might think of jet engines, while others would
think of reciprocating engines. Even reciprocating engine
is too abstract since it could be a radial engine, an inline
engine, a V-type engine, or an opposed type engine. Use of
the technical language of engines, as in Lycoming IO-360,
would narrow the engine type, but would only be understood
by students who have learned the terminology particular to
aircraft engines.
Abstractions should be avoided in most cases, but there
are times when abstractions are necessary and useful.
Aerodynamics is applicable to all aircraft and is an example
of an abstraction that can lead to understanding aircraft flight
characteristics. The danger of abstractions is that they do not
evoke the same specific items of experience in the minds of
the students that the instructor intends. When such terms are
used, they should be linked with specific experiences through
examples and illustrations.
3-6
Any questions on
the components
of an aircraft?
Figure 3-4. Overuse of abstract terms can interfere with effective communication.
For instance, when an approach to landing is going badly,
telling a student to take appropriate measures might not result
in the desired action. It would be better to tell the student to
conduct a go-around since this is an action that has the same
meaning to both student and instructor. When maintenance
students are being taught to torque the bolts on an engine, it
would be better to tell them to torque the bolts in accordance
with the maintenance manual for that engine rather than
simply to torque the bolts to the proper values. Whenever
possible, the level of abstraction should be reduced by using
concrete, specific terms. This better defines and gains control
of images produced in the minds of the students.
Interference
Some barriers to effective communication can be controlled
by the instructor. Interference, or the prevention of a process
or activity from being carried out properly, is composed of
factors outside the control of the instructor These factors
include physiological, environmental, and psychological
interference. To communicate effectively, the instructor
should consider the effects of these factors.
Physiological interference is any biological problem that
may inhibit symbol reception, such as hearing loss, injury,
or physical illness. These and other physiological factors can
inhibit communication because the student is not comfortable.
The instructor must adapt the presentation to allow the student
to feel better about the situation and be more receptive to new
ideas. Adaptation could be as simple as putting off a lesson
until the student is over an illness. Another accommodation
could be the use of a seat cushion to allow a student to sit
properly in the airplane.
With the advent of advanced avionics, multitasking has
become a form of physiological interference. The term
multitask comes from a computer’s ability to simultaneously
execute more than one program or task at a time. Although
it now refers to humans performing multiple tasks
simultaneously, humans are not computers. Research shows
that although human comprehension can handle two simple,
low-level cognitive tasks at once, a higher level cognitive
task takes brain function and concentration to perform
　
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