Figure 3-7.  E. L. Thorndike (1874–1949).  Learners best acquire new knowledge when they see a clear reason for doing so, often show a strong interest in learning what they  believe they need to know next, and tend to set aside things for which they see no immediate need. For example, beginning flight  learners commonly ignore the flight instructor’s suggestion to use the trim control. These learners believe the control yoke is an  adequate way to manipulate the aircraft’s control surfaces. Later in training, when they need to divert their attention away from the  controls to other tasks, they realize the importance of trim.  Instructors can take two steps to keep their learners in a state of readiness to learn. First, instructors should communicate a clear set of  objectives to the learner and relate each new topic to those objectives. Second, instructors should introduce topics in a logical order  and leave learners with a need to learn the next topic. The development and use of a well-designed curriculum accomplish this goal.  Readiness to learn also involves what is called the “teachable moment” or a moment of educational opportunity when a person is  particularly responsive to being taught something.  One of the most important skills to develop as an instructor is the ability to  recognize and capitalize on “teachable moments” in aviation training. An instructor can find or create teachable moments in flight  training activity whether it is pattern work, air work in the local practice area, cross-country, flight review, or instrument proficiency  check.  Teachable moments present opportunities to convey information in a way that is relevant, effective, and memorable to the learner.  They occur when a learner can clearly see how specific information or skills can be used in the real-world.  For example, while on final approach several deer cross the runway. Bill capitalizes on this teachable moment to stress the  importance of always being ready to perform a go-around.  Learning involves the formation of connections, and connections are strengthened or weakened according to the law of effect. The  law states that behaviors that lead to satisfying outcomes are likely to be repeated whereas behaviors that lead to undesired outcomes  are less likely to recur. For example, if Bill teaches landings to Beverly during the first flight, she is likely to feel inferior and be  frustrated, which weakens the intended learning connection.  The learner needs to have success in order to have more success in the future. It is important for the instructor to create situations  designed to promote success. Positive training experiences are more apt to lead to success and motivate the learner, while negative  training experiences might stimulate forgetfulness or avoidance. When presented correctly, SBT provides immediate positive  experiences in terms of real-world applications.  3-12  Effect 