Figure 3-21.  Other mistakes arise under pressure. For example, a technician or pilot might perform a cursory inspection of an  aircraft to save time, only to have a problem manifest itself later.  Errors are reduced when visible reminders are present and actively used. Checklists and other published procedures are examples of  reminders. Many aircraft instruments such as heading indicators offer bugs that can be used to remind the pilot about assigned  headings and courses and some may also prompt altitudes and airspeeds. Mechanics and pilots alike can use notepads to jot down  reminders or information that should otherwise be committed to memory.  The use of standardized procedures for routine tasks is widely known to help reduce error. Even when a checklist procedure is  unavailable or impractical, learners can help reduce the occurrence of error by adopting standardized procedures.  Another line of defense against errors is to raise one’s awareness when operating in conditions under which errors are known to  happen (e.g., changes in routine, time pressure), or in conditions under which defenses against errors have been compromised (e.g.,  fatigue, lack of recent practice).  Given that the occasional error is inevitable, it is a worthwhile exercise to practice recovering from commonly made errors, or those  that pose serious consequences. All flight learners need to learn and practice a lost procedure to ensure that they can recover from the  situation in which they have lost their way. It is useful to devote the same sort of preparation to other common learner errors.  Using Reminders  Developing Routines  Raising Awareness  Error Recovery  Learning from Error  Error can be a valuable learning resource. Learners naturally make errors, which instructors can utilize in training to help while being  careful not to let the individual practice doing the wrong thing. When a learner makes an error, it is useful to ask them to consider  why the error happened, and what could be done differently to prevent the error from happening again in the future. In some cases,  errors are slips that simply reveal the need for more practice. In other cases, errors point to aspects of learner methods or habits that  might be improved. For example, beginning instrument flight learners commonly make errors when managing two communications  radios, each with an active and standby frequency. When the same learners understand each radio’s specific purpose (e.g., ATIS,  ground, tower frequencies), error rates often drop quickly.  3-34 