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CFI-A > FOI: The Learning Process (Task B) > Flashcards

FOI: The Learning Process (Task B) Flashcards

1
Q

Learning

A

Change in behavior as a result of experience

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2
Q

Learning Theory

A

[BICC]

  • Behaviorism (explains behavior from observable and measurable responses to stimuli)
  • Information processing theory (uses a computer system as a model for human learning)
  • Cognitive theory (focuses on what’s going on inside the mind)
  • Constructivism (learner actively builds)
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3
Q

Perceptions

A
  • Where all learning comes from, using the five senses

- The more senses, the better the learning

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4
Q

Types of Perceptions and Insight

A

[GSTEP]

  • Goals and values
  • Self-concept
  • Time and opportunity
  • Element of threat
  • Physical organism
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5
Q

Insights

A
  • Grouping perceptions into meaningful wholes

- Learners develop insights by assembling perceptions into larger blocks of knowledge

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6
Q

Acquiring Knowledge

A

[MUC]

  • Memorization
  • Understanding
  • Concept learning
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7
Q

The Laws of Learning

A

[REEPIR]

  • Readiness
  • Exercise
  • Effect
  • Primacy
  • Intensity
  • Recency
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8
Q

Domains of Learning

A

[CAP]

  • Cognitive (thinking)
  • Affective (feeling)
  • Psychomotor (doing)
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9
Q

Types of Cognitive Learning

A

[RUAC]

  • Rote (memorization)
  • Understanding (understands principles and theory behind knowledge)
  • Application (understands theory and apply what has been learned)
  • Correlation (associates learned elements with other segments of learning)
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10
Q

Types of Affective Learning

A

[ARVOI]

  • Awareness (learner is open to learning/training and willing to listen to the instructor)
  • Response (learner responds by actively participating)
  • Value (determines values of training)
  • Organization
  • Integration
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11
Q

Types of Psychomotor Learning

A

[HIPO]

  • Habit
  • Imitation
  • Practice
  • Observation
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12
Q

Characteristics of Learning

A

[PEAM]

  • Purposeful (clear purpose/goal)
  • Experience (learn through individual experience)
  • Active process (learners must actively react and respond
  • Multifaceted (incidental learning)
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13
Q

Acquiring Skill Knowledge

A

[CAA]

  • Cognitive stage (learner memorized step to a skill)
  • Association stage (practices skill, now assess and make changes in performance)
  • Automatic response stage (learner performance is rapid and smooth)
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14
Q

Types of Practice

A

[DBR]

  • Deliberate
  • Blocked
  • Random
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15
Q

Scenario Based Training

A

[HIC]

  • Has a clear set of objectives
  • Is tailored to the needs of the learner
  • Capitalizes on the subtle differences of the local environment
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16
Q

Types of Errors

A

Slip - Plans to do one thing, but inadvertently does something else
Mistakes - When a person plans to do the wrong thing and is successful

17
Q

How to Reduce Error

A

[DRCULT]

  • Developing routines (use standardized procedures)
  • Raising awareness (beware of out of the ordinary situation)
  • Check for errors (actively looking for errors)
  • Using reminders (checklist, heading bugs, altitude alerts)
  • Learning and practicing (higher knowledge and skill leads to lower frequency and magnitude of error)
  • Taking time and don’t rush (performing at a faster or unfamiliar pace can increase the likelihood of error)
18
Q

Memory and Forgetting

A

[SSL]

  • Sensory (receives input from the five senses)
  • Short-term memory (received from sensory register)
  • Long-term memory (information stored for future use)
19
Q

Forgetting

A

[RIFRS]

  • Retrieval failure (inability to retrieve information)
  • Interference (new experience overshadows previous experience)
  • Fading (forgetting something over time)
  • Repression
  • Suppression
20
Q

Retention of Learning

A

[MRLAMP]

  • Meaningful repetition aids recall
  • Recall is prompted by association
  • Learning with all senses is most effective
  • Attitudes that are favorable to aid retention
  • Mnemonics
  • Praise stimulates recall
21
Q

Mnemonics

A

[AARC]

  • Acronyms
  • Acrostics
  • Rhymes
  • Chaining
22
Q

Transfer of Learning

A

Positive transfer - past knowledge assists new learning

Negative transfer - past knowledge confuses from new learning

CFI-A (3 decks)

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