User:Lewis.1395/sandbox

Educational psychologists and pedagogues have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic three laws in the early part of the twentieth century, five additional principles have been added: primacy, recency, intensity, freedom and requirement.

The majority of these principles are widely applied in aerospace instruction, and some in many other fields, as outlined below:

Readiness
Readiness implies a degree of single-mindedness and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor’s  responsibility. If students have a strong purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation. When students are ready to learn, they meet the instructor at least halfway, and this simplifies the instructor’s job.

Since learning is an active process, students must have adequate rest, health, and physical ability. Basic needs of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health cannot learn much. If outside responsibilities, interests, or worries weigh too heavily on their minds, if their schedules are overcrowded, or if personal problems seem insoluble, students may have little interest in learning.