Visual learners rely on seeing information. They learn best if a major component of the lesson is something they can see, and work  best with printed and graphic materials, visual displays including diagrams, illustrated text books, overhead presentations, videos, flip  charts, and hand-outs. They store information in their brains as pictures or images. They like to take extensive notes. Statistically,  most people are visual learners.  Auditory learners transfer knowledge through listening and speaking. These learners need an oral component to the lesson such as  verbal instructions. These learners have excellent listening skills and remember what was discussed over what was seen. They are  better at verbally explaining than at writing. Since auditory learners prefer to listen to material, they are not good note takers.  Kinesthetic learners process and store information through physical experience such as touching, manipulating, using, or doing. They  like to move around while trying to solve a problem and learn best when the material being taught involves hands-on practical  experiences. Their concentration tends to wander when there is no external stimulation. They also learn from demonstration by  watching carefully, then imagining or mirroring the demonstrator’s movements.$_{ }$ Learners may prefer one of these three learning styles over another, but most employ all three depending on the material being taught.  For example, when Beverly makes her first landing with Bill guiding her attempt, she employs visual, auditory, and kinesthetic  learning. As the aircraft enters downwind, Beverly uses visual cues to recognize the airport and landing strip as she lines the aircraft  up to land. As Bill talks her through the procedures, Beverly is using her auditory learning skills to learn how to land the aircraft.  Finally, she needs to use kinesthetic skills to perform the actual landing.  Remember, good learners are capable of processing information in a variety of ways. The key to meeting individual needs is to ensure  a variety of learning styles are addressed in every lesson.  In a theory proposed by Ricki Linksman, the learning style ideas discussed in the preceding paragraphs have been melded into a  concept based on the VAKT learning styles plus brain hemisphere preference. This “superlink,” as she calls it, is the easiest way for a  learner to process information in order to understand, remember, and retain it. Matching visual, auditory, kinesthetic, and tactile with  right- and left-brain research, Linksman created eight superlinks: visual left-brain, visual right-brain, auditory left-brain, auditory  right-brain, tactile left-brain, tactile right-brain, kinesthetic left-brain, and kinesthetic right-brain. These superlinks accelerate learning  by targeting the best way a person learns.  As mentioned earlier, there are many models of how people learn. Some models identify styles or approaches that are easily  recognized such as collaborative, sharing learners who enjoy working with others, versus competitive learners who are grade  conscious and feel they shou l d do better than their peers. Participant learners normally have a desire to learn and enjoy attending class,  and avoidant learners do not take part in class activities and have little interest in learning.  The environment also influences learning style. In real life, most learners find it necessary to adapt to a traditional style-learning  environment provided by a school, university, or other educational/training establishment. Sometimes, the learner’s way of learning  may or may not be compatible with his or her environment.  Instructors who recognize either the learning style or learning approach and problems associated with them are more effective  teachers than those who do not. Also, these instructors are prepared to develop appropriate lesson plans and provide guidance,  counseling, or other advisory services, as required.  An aviation instructor also helps a learner acquire skill knowledge, which is knowledge reflected in motor or manual skills and in  cognitive or mental skills, that manifests itself in the doing of something. Thus, skill knowledge differs from declarative knowledge  because the learner is not usually aware of it consciously or able to articulate the skill. Evidence of skill knowledge is gained through  observations of performance. This knowledge of how to do things is based on extensive practice, which leads to the storage of skill  knowledge. An everyday example of skill knowledge is the ability to ride a bicycle.  Skill knowledge is acquired slowly through related experience. For example, a maintenance individual in training who is learning to  weld typically burns or cracks the metal being welded while an expert welder’s work is free of such imperfections. What does the  experienced welder “know” that the beginner does not? The expert welder has had many hours of practice and a knowing-is-in-the- doing ability the inexperienced welder lacks. It isn’t always possible to reduce to mere words that which one knows or knows how to  do.  Acquiring Skill Knowledge  Superlinks  Summary  3-23 