FOI Task B: The Learning Process

Question 1

What is Learning Theory. (2)

Answer 1

Behaviorism - explains behavior from observable and measurable responses to stimuli. Example Train dog with treats. Ring a bell, give treat. After a while, ring bell no treat, dog still salivates.

Cognitive theory - Focuses on what’s going on inside the mind.

Question 2

What is the definition of learning?

Answer 2

Learning is the change of behavior as a result of experience.

Question 3

What are perceptions?

Answer 3

The basis of all learning.

Question 4

What are insights?

Answer 4

Insights are the grouping of perceptions into meaningful wholes. Students must be kept receptive to new experiences. As perceptions accumulate, the student develops insight by assembling them into larger blocks of learning.

Question 5

What are factors that affect perception? 5

Answer 5

Physical organism
Goals and values
Self-concept
Time and opportunity
Element of threat

Question 6

Acquiring Knowledge MUA 3

Answer 6

Memorization
Understanding
Application

Question 7

The Laws of Learning REEPIR 6

Answer 7

Readiness - Students learn best when they are ready to learn
Exercise - Things most often repeated are best remembered
Effect - Learning is strengthened by a positive experience and weakened by a negative one.
Primacy - First-learned is best-learned.
Intensity - Students learn better from the real thing than from a substitute.
Recency - Things most recently learned are best remembered.

Question 8

Cognitive (thinking) domain has four practical levels of learning. RUAC

Answer 8

Rote - Student can memorize/read back what has been taught.

Understanding - Student understands principles and theory behind the knowledge.

Application - Student understands theory and can correctly apply what has been learned.

Correlation - Student associates learned elements with other/future segments of learning.

Question 9

Affective (feeling) domain contains five educational objective levels. ARVOI 5

Answer 9

Awareness - Student is open to learning/training, and willing to listen to instructor.

Response - Student responds by active participation in training, and compliance with instructions.

Value - Student determines value of training, and chooses whether to accept it.

Organizing - Student organizes the training within their personal belief system.

Integration - Student internalizes training, and incorporates that value into their life.

Question 10

Psychomotor (doing) domain OIPH

Answer 10

Observation - The learner observes a more experienced person (the instructor) perform the skill. The learner observes the steps and relationships that produce the finished product/desired outcome.

Imitation - The learner attempts to copy the skill, while the instructor observes.

Practice - The practice level builds proficiency, the learner tries performing the skill again and again.

Habit - This level is reached when the student can perform the skill in twice the time it takes the instructor or an expert to perform the same skill.

Question 11

Characteristics of learning PEAM

Answer 11

Learning is Purposeful - Students learn when they have a clear purpose or goal.

Learning is a result of Experience. Students learn through individual experiences.

Learning is an Active Process - To learn, students must actively react and respond.

Learning is Multifaceted - Verbal, conceptual, perceptual, motor skills, emotional, and problem solving; sometimes this is called “incidental learning.”

Question 12

What are the stages of skill acquisition? CAA

Answer 12

Cognitive stage - student memorized steps to perform a skill. Requires all of the student’s attention.

Associative stage - Student practices the skill, can now assess, and make changes in performance.

Automatic response stage - Student’s performance is rapid and smooth. Few corrections; might even be able to do other things while performing the skill. Student has developed a feel for the skill.

Question 13

What is the list of physical skills learning 9 DEADPPPPK

Answer 13

Desire to learn - A student with desire to learn will learn/improve more quickly.

Evaluation vs. critique - Suggestions are more valuable than a grade in early training.

Application of the skill - Learn the skill well, apply it in appropriate situations.

Duration and organization of a lesson - Adequate, but not excessive length of practice.

Pattern of progress - Learning curve rapid at first, then plateaus are encountered.

Patterns to follow - Prepare a student by providing a clear, step-by-step example.

Physical skills involve more than muscles - Concepts develop, attitudes are changed.

Performance of the skill - Practice makes proficient, coordinates muscles and senses.

Knowledge of the results - Keep students aware of progress, whether it’s right or wrong.

Question 14

Types of practice 3

Answer 14

Deliberate - Student practices are specific areas for improvement and receives specific feedback after the practice, to evaluate their performance against the level of performance sought.

Blocked - Practicing the same skill over and over, until it is automatic. Enhances current performance, but does not improve concept learning or long-term learning/theory.

Random - Mixing up the skills to be acquired during the practice session. Promotes better retention, and student can recognize the similarities and differences between skills, making it more meaningful.

Question 15

Why use scenario based training?

Answer 15

Practicing realistic scenarios during training is very useful, and better resembles training environment.

A good scenario has a clear set of objectives, is tailored to the needs of the student, and capitalizes on the nuances of the local environment.

Question 16

What are the types of errors? 2

Answer 16

Slip - when a person plans to do one thing, but inadvertently does something else. Slips are errors of action. A common example would be to omit a necessary action, or to confuse two similar things.

Mistake - When a person unwittingly plans to do the wrong thing and is successful. Mistakes are errors of thought. A good example of this would be to have an overly simplistic understanding of weather, which can put inexperienced students into unexpected situations they aren’t prepared for.

Question 17

What are the tactics for reducing errors? 6

Answer 17

Develop routines - use standardized procedures, cockpit flows, etc.

Using reminders - checklists, heading bugs, altitude alerts, etc.

Learning and practicing - Higher knowledge and skill leads to lower frequency and magnitude of error.

Raising awareness - Beware of “out of the ordinary” situations, changing conditions, unfamiliar airport etc.

Checking for Errors - You should be actively looking for errors, such as in preflight checklists, etc.

Taking time - don’t rush. Performing at a faster/unfamiliar pace increases the likelihood of errors.

Question 18

What are the types of memory? 3

Answer 18

Sensory register - Receives input from the five senses, processes quickly.

Short-term memory (working) - received from sensory register, remains or fades depending on individual’s priorities.

Long-term - where information is stored for future use (recall)

Question 19

What are the theories of forgetting? 4

Answer 19

Repression - People unconsciously forget unpleasant feelings from a negative experience. Example: Forget what happened during a major car accident.

Suppression - Similar to repression, except that suppression is a conscious form of forgetting. Example: You do something really bad that you wish you didn’t do. You work hard to forget it.

Interference - People forget because new experiences overshadow prior experiences. Example: You are learning French and your Spanish vocabulary gets confused with new French words.

Disuse - States that a person forgets those things that are not used. Fading or Decay

Question 20

What are the five main principles that have a direct impact on retention of learning?

Answer 20

Praise stimulates remembering - Responses which give a pleasurable return tend to be repeated.

Recall is promoted by association - Information associated with something aids recall.

Favorable attitudes aid retention - People learn and remember only what they wish to know.

Learning with all senses is most effective - Use all senses for greater understanding and recall.

Meaningful repetition aids recall - Practice and repetition provide opportunity for better retention.

Question 21

Transfer of learning

Answer 21

Positive transfer - Past knowledge supports/assists new learning. Example: Learning the rectangular course maneuver assists you in learning the traffic pattern.

Negative transfer - Past knowledge confuses/detracts from new learning. Example: To steer a car you use a steering wheel, and this confuses a student when they can’t “drive” an airplane on the ground like a car.