Fois Flashcards
task a and b
human behavior
an attempt to explain how and why humans function the way they do. the product of factors that cause people to act in predictable ways. the results of attempts to satisfy certain needs.
maslows hierarchy of needs
physiological security belonging esteem cognitive and aesthetic self-actualization
defense mechanisms (DRDRFCPR)
denial repression displacement rationalization fantasy compensation projection reaction formation
anxiety
a feeling of worry, nervousness, or unease, often about something that is going to happen
normal reactions to stress
respond rapidly and exactly, but within the limits of their training and experience
abnormal reactions to stress
-painstaking self control
-rapid changes in emotions
-extreme overcooperation
-severe anger towards the flight instructor,
service personnel, and others
-inappropriate laughing or singing
-marked changes in mood on different lessons
basic elements of communication
- source (the sender of the information)
- symbols (words, gestures, expressions)
- receiver (listener, student, reader, ect…)
barriers to effective communication (COIL)
- Confusion between the symbol and symbolized object
- Overuse of abstractions
- Interference
- Lack of common experience
Developing communication skills (LIQIR)
- Listening
- Instructional Communication
- Questioning
- Instructional Enhancement
- Role playing
Learning
a change in behavior due to experience
learning theory (BICC)
behaviorism
information processing theory
cognitive theory
constructivism
perceptions
where all learning comes from
factors that affect perception (GSTEP)
goals and values self-concept time and opportunity element of threat physical organism
insights
involve the grouping of perceptions into meaningful groups.
students must be kept receptive to new experiences.
as perceptions increase in number, the student develops insights by assembling them into larger blocks of learning.
acquiring knowledge (MUC)
memorization
understanding
concept learning
laws of learning (REEPIR)
readiness exercise effect primacy intensity recency
domains of learning (CAP)
cognitive (thinking)
affective (feeling)
psychomotor (doing)
Cognitive (thinking)
(RUAC)
Rote
Understanding
Application
Correlation
Affective (feeling)
ARVOI
awareness response value organizaing integration
psychomotor (doing)
OIPH
observation
imitaionics
practice
habit
characteristics of learning (PEAM)
learning is…..
- Purposeful
- result of Experience
- Active Process
- Multifaceted
acquiring skill knowledge (CAA)
Cognitive stage
Associative stage
Automatic response stage
Types of Practice (DBR)
Deliberate
Blocked
Random
a good scenario has…. (HIC)
- has a clear set of objectives
- is tailored to the needs of the student
- capitalizes on the subtle differences of local training
errors
Slip
-errors of action
Mistake
-errors of thought
reducing error (DRCULT)
- developing routines
- raising awerness
- checking for errors
- using reminders
- learning and practing
- taking time
Memory three components (SSL)
sensory memory
short-term memory
long-term memory
Forgetting (RIFRS)
retrieval failure
interference
fading
repression or suppression
retention of learning (MRLAMP)
- meaningful repetition aids recall
- recall is prompted by association
- learning with all the senses is most effective
- attitudes that are favorable will aid retention
- mnemonics
- praise stimulates recall
positive transfer of learning
past knowledge supports/assists new learning
negative transfer of learning
past knowledge confuses/ detracts new learning
