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Also, if the task is learned in isolation, it is not initially
applied to the overall performance, or if it must be relearned,
the process can be confusing and time consuming. The
first experience should be positive, functional, and lay the
foundation for all that is to follow.
Intensity
Immediate, exciting, or dramatic learning connected to
a real situation teaches a learner more than a routine or
boring experience. Real world applications (scenarios)
that integrate procedures and tasks the learner is capable
of learning make a vivid impression and he or she is least
likely to forget the experience. For example, using realistic
scenarios has been shown to be effective in the development
of proficiency in flight maneuvers, tasks, and single-pilot
resource management (SRM) skills.
Recency
The principle of recency states that things most recently
learned are best remembered. Conversely, the further a
learner is removed in time from a new fact or understanding,
the more difficult it is to remember. For example, it is easy for
a learner to recall a torque value used a few minutes earlier,
but it is more difficult or even impossible to remember an
unfamiliar one used a week earlier.
Instructors recognize the principle of recency when they
carefully plan a summary for a ground school lesson, a
shop period, or a postflight critique. The instructor repeats,
restates, or reemphasizes important points at the end of a
lesson to help the learner remember them. The principle of
2-12
Recall information
Understanding
Application
Analyze
Synthesize
Evaluate
Awareness
Respond
Valuing
Organization
Integration
Observation
Imitation
Practice
Habit
Cognitive Affective Psychomotor
Knowledge Attitude Skills
Figure 2-8. An overview of the three learning domains.
recency often determines the sequence of lectures within a
course of instruction.
In SBT, the closer the training or learning time is to the time
of the actual scenario, the more apt the learner is to perform
successfully. This law is most effectively addressed by
making the training experience as much like the scenario
as possible.
Domains of Learning
As mentioned during the discussion of Cognitive Theory,
Dr. Bloom played a central role in transforming the field
of educational psychology. Interested in what and how
people learn, he proposed a framework to help understand
the major areas of learning and thinking. He first classified
them into three large groups [Figure 2-8] called the domains
of learning:
• Cognitive (thinking)
• Affective (feeling)
• Psychomotor (doing)
Cognitive Domain
The group effort to classify the levels of thinking behaviors
thought to be important in the processes of learning
mentioned earlier in the chapter led to Bloom’s Taxonomy
of the Cognitive Domain. One of the best known educational
domains, it includes remembering specific facts (content
knowledge) and concepts that help develop intellectual
abilities and skills. There are six major categories, starting
from the simplest behavior (recalling facts) to the most
complex (evaluation). [Figure 2-9]
The four practical learning levels are rote, understanding,
application, and correlation. [Figure 2-10] The lowest level
is the ability to repeat something which one has been taught,
without understanding or being able to apply what has been
learned. This is referred to as rote learning. The fact level is
a single concept. The key verbs which describe or measure
this activity are words such as define, identify, and label.
The comprehension or understanding level puts two or more
concepts together and uses verbs such as describe, estimate,
or explain. The application level puts two or more concepts
together to form something new. Typical verbs at this level
include “determine,” “develop,” and “solve.”
For example, Bill may explain the procedure for entering a
level, left turn to Beverly. The procedure includes several
steps: (1) visually clear the area, (2) add a slight amount of
power to maintain airspeed, (3) apply aileron control pressure
to the left, (4) add sufficient rudder pressure in the direction of
the turn to avoid slipping and skidding, and (5) increase back
pressure to maintain altitude. When Beverly verbally repeats
this instruction, she has learned the procedure by rote. This
will not be very useful to her if there is never an opportunity
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Aviation Instructor's Handbook航空教员手册(28)
