ABSTRACT
Understanding something of the cognitive processes and the nature of adults' preferred learning styles, different forms of intelligence, and personality type theories can have a powerful impact on planning for effective teaching and learning in aviation since research suggests that flight safety and effective industry functioning rely on a range of factors. Undeniably, the operation of a sophisticated multi-crew aircraft is dependent on the efficient and effective performance of a team of highly trained professionals, and a vast amount of research has been conducted on the way people learn and acquire skills which has resulted in many different theories of learning styles, cognitive styles, and thinking styles (Biggs, 1987; Entwistle, 1981; Entwistle & Ramsden, 1983; Filipczak, 1995; Kolb, 1976, 1984). However, there is also mounting evidence to support the view that personality traits are an important factor in incidents and accidents (e.g., the KLM and the Pan American 747s collision at Tenerife in 1977, and the Trident accident at Heathrow in 1972), and that personality plays a significant role in the overall maintenance of flight safety (Foushee & Helmreich, 1988; Hawkins, 1987; Stead, 1995).
