FOIs Flashcards
Maslow’s Hierarchy of Needs
PS-BECS
PHYSIOLOGICAL: biological
SAFETY/SECURITY: feeling safe
BELONGING: social acceptance
ESTEEM (internal and external): self-respect and reputation
COGNITIVE+AESTHETIC: need to know and understand, connect with human emotion
SELF-ACTUALIZATION: “be all you can be”
Human Factors That Inhibit Learning/Defense Mechanisms
DR DR FCPR
DENIAL: refusal to accept reality
REPRESSION: place uncomfortable thoughts into unconscious mind
DISPLACEMENT: unconscious shift of emotion
REACTION FORMATION: fakes a belief opposite to true belief because true belief causes anxiety
FANTASY: student engages in daydreams about how things should be
COMPENSATION: process of psychologically counterbalancing perceived weaknesses
PROJECTION: places unacceptable impulses onto someone else
RATIONALIZATION: subconscious technique for justifying actions that otherwise are acceptable
Abnormal Reactions to Stress
PRE SIM
Painstaking Self Control
Rapid Change in Emotions
Extreme Over-Cooperation
Severe Anger Toward Instructor Inappropriate Reactions (laughter and singing) Marked Changes in Mood
Basic Elements of Communication
SSR
Source - sender (the instructor)
Symbols - simple oral or visual cues
Receiver - listener (the student)
Barriers to Effective Communication
COIL
Confusion Between Symbol and Symbolized Object
Overuse of Abstractions: words that are general rather than specific
Interference: prevent the process or activity from being carried out properly
Lack of Common Experience
Developing Communication Skills
LIQIR
Listening Instructional Communication Questioning Instructional Enhancement Role Playing
Learning Theory
BICC
BEHAVIORALISM: psychology that explains animal and human behavior
INFORMATION PROCESSING: brain processing incoming info, stores an retrieves it and generates responses
COGNITIVE: process of thinking and learning
CONSTRUCTIVISM: learners acquire knowledge and skills by actively building or constructing them based on past experience
Factors that Affect Perception
G STEP
GOALS/VALUES
SELF-CONCEPT: student’s self-image
TIME/OPPORTUNITY
ELEMENT OF THREAT: fear narrows the perceptual field
PHYSICAL ORGANISM: provides individuals with the perceptual apparatus for sensing the world around them
Acquiring Knowledge
MUC
MEMORIZATION
UNDERSTANDING
CONCEPT LEARNING
Laws of Learning
REEPIR
READINESS: basic needs must be satisfied first
EFFECT: learning strengthened by a good feeling
EXERCISE: strengthened with practice
PRIMACY: what comes first is best remembered
INTENSITY: learning through real world situations
RECENCY: things most recently learned are best remembered
Domains of Learning
CAP
COGNITIVE: thinking
AFFECTIVE: feeling
PSYCHOMOTOR: doing
Cognitive Domain of Learning
RUAC
ROTE: ability to repeat something back that was learned
UNDERSTANDING: comprehend or grasp nature
APPLICATION: act of putting something to use that has been learned and understood
CORRELATION: associating what has been learned, understood, and applied with previous or subsequent learning
Affective Domain of Learning
ARVOI
AWARENESS: being aware of the existence of certain ideas, material, etc
RESPONSE: reacts voluntarily or complies
VALUE: acceptance
ORGANIZING: rearrangement of value system
INTEGRATION: to act consistently with values internalized
Psychomotor Domain of Learning
OIPH
OBSERVATION: active mental attending of a physical event
IMITATION: attempted copying of a physical behavior
PRACTICE: repeating a skill
HABIT: fine tuning; making minor adjustments to perfect the skill
Characteristics of Learning
PEAM
Learning is…
Purposeful
(Result of) Experience
Active Process
Multifaceted
Acquiring Skill Knowledge
CAA
COGNITIVE STAGE: student memorizes steps to complete a skill
ASSOCIATIVE STAGE: practice is necessary for a student to learn
AUTOMATIC RESPONSE: as procedures become more automatic, less attention is required to carry them out
Types of Practice
DBR
DELIBERATE: student practices specific areas for improvement and receives specific feedback from practice
BLOCKED: practicing the same drill until the movement becomes automatic
RANDOM: mixes up the skills to be acquired throughout the practice session
Scenario Based Training
HIC
Has clear objectives
Is tailored to student needs
Capitalizes on the local environment
Errors
Slip - Errors of action
Mistake - Errors of thought
Reducing Errors
DR CULT
DEVELOPING ROUTINES
RAISING AWARENESS: operating in conditions where errors are known to happen
CHECKING FOR ERRORS
USING REMINDERS: e.g., checklists
LEARNING AND PRACTICING
TAKING TIME: don’t rush, which can cause errors
Types of Memory
SSL
Sensory: fire alarm
Short-Term
Long-Term
Forgetting
RIFRS
RETRIEVAL FAILURE: simply the inability to retrieve information
INTERFERENCE: people forget something because a certain experience has overshadowed it
FADING: a person forgets information that is not used for an extended period of time
REPRESSION/SUPPRESSION: memory is pushed out of reach because the individual does not want to remember the feelings associated with it
Retention
MR LAMP
Meaningful repetition Recall prompted by association Learning with all senses Attitudes that are favorable aid retention Mnemonics Praise stimulates recall
