FOI Flashcards

Question

Laws of Learning Effect

Answer 1

Positive feelings = better learning Negative feelings = less learning, less remembering

Answer 2

Practice "Use it or lose it"

Answer 3

That which we learn first creates a strong, almost unshakable impression

Answer 4

Exciting experiences stimulate better learning and remembering than do boring experiences

Answer 5

Something you've done or learned more recently is better remembered

Answer 6

Cognitive (thinking) - Includes Levels of Learning Affective (feeling) - How you feel about the learning - If you are excited to learn the material, learning will be more effective Psychomotor (doing) - Actually flying the airplane and getting a feel for how it handles and feels

Answer 7

Purposful - Learner has a goal and knows what they're trying to accomplish by learning something Is a Result of Experience - Past and present experience Multifaceted - Not just memory - Memory, muscle, emotion, attitude, etc An Active Process -Learner must be engaged - Learner receives and responds, ensuring understanding

Answer 8

Right Brain/Left Brain Holistic/Serialistic - Right Brain, Holistic likes to see big picture, then piece it together, top-down approach - Left Brain, Serialistic is logic and sequenced based, bottom-up approach Visual, Auditory, Kinesthetic (VAK) - Learners have a preferred system but use each as needed Superlinks Theory - Combination of all melded together

Answer 9

physical or mental skill that is only apparent while performing a task.

Answer 10

Cognitive - Learner learns step-by-step process to land airplane and practices Associative - Learner can land and can also be aware of other things, like landing on center line Automatic Response - Can now land the airplane with very little though or effort - Could probably carry on a conversation while landing the airplane

Answer 11

Deliberate - Practicing a specific skill i.e. landings - Deliberate distractions not helpful Blocked - Practicing specific skill over and over again - Improves performance short-term but not long-term Random - Practicing tasks/skills in random order - Improves long-term retention

Answer 12

a skill becomes automatic to the point that it becomes automatic and systematic and the underlying knowledge begins to fade i.e. W&B calculations, plugging in numbers and forgetting what the numbers mean and why they're used

Answer 13

Handling several tasks at once. An information-processing bottleneck which leads to attention switching

Answer 14

bouncing back and forth between multiple tasks. forgetting to come back to the original task and/or diminishing quality of task performance i.e. during preflight, switching between the checklist and the inspection of the airplane and skipping a step

Answer 15

By practicing and improving each individual task i.e. flying the airplane while interpreting a VFR sectional, spend more time time on each individual skill to improve the performance of each task simultaneously

Answer 16

the learner has not mastered that skill well enough to perform it in addition to other skills or tasks

Answer 17

the learner doesn't pay attention to an important task fixation.

Answer 18

By watching the learners eyes to determine where they are looking.

Answer 19

- Has clear objectives - Tailored to learners specific needs - Takes advantage of local environment

Answer 20

Slips - Errors of action - Intending to turn right, clearing right but saying "clear left" then turning right - Simply forgetting to do something Mistake - Errors of thought - Student pilot learning traffic patterns on a runway that requires right traffic and believes all traffic patterns are right traffic so does right traffic at a new airport and gets called out by another pilot near the airfield

Answer 21

Learning and Practice Take your time, be deliberate Double-check your work Create reminders (heading bug) Develop routines Awareness (out of normal routine, rushed, new environment)

Answer 22

Sensory Memory Short-Term Memory Long-Term Memory

Answer 23

Fading Interference - new events displace things that had been learned Retrieval Failure Repression, Suppression - repression = unconscious - suppression = conscious forgetting

Answer 24

Praise Stimulates Remembering Recall is Promoted by Association Attitudes Aid Retention Senses Meaningful Repetition Aids Recall Mneumonics

Answer 25

Lack of Common Experience Confusion Between Symbol and Object Overuse of Abstractions External Factors Interference