``` Physiological Security Belonging Esteem Cognitive & Aesthetic Self-Actualization ```

FOIs A&B Flashcards by Ryan Kitchens

Human Behavior

Attempt to explain why humans act the way they do

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Maslow’s Heirarchy

Physiological
Security
Belonging
Esteem
Cognitive &amp; Aesthetic
Self-Actualization

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Defense Mechanisms

Denial
Repression
Displacement
Rationalization
Fantasy
Compensation
Projection
Reaction Formation

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Anxiety

Feeling of worry, nervousness or unease often about something that is going to/could happen

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Normal Reactions to Stress

Rapid & Exact response

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Abnormal Reactions to Stress

PRESIM

Painstaking Self-Control
Rapid change in emotion
Extreme over-cooperation
Sever Anger
Inappropriate Laughter/Singing
Marked changes in Mood

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Basic Elements of Communication

Source, Symbol, Receiver

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Barriers of Effective Communication

Confusion btwn symbol & what it represents
Overuse Abstraction
Interference
Lack of common experience

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Developing Communication Skills

LIQIR

Listening
Instructional Communication
Questioning
Instructional Enhancement
Role Playing

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Learning Theory

BICC

Behaviorism
Information Process Theory
Cognitive
Constructivism

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Learning

Change in behavior as a result of experience

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Perceptions

grouping of senses from past experiences

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Factors Affecting Perception

GSTEP

Goals &amp; Values
Self- Concept
Time &amp; opportunity
Element of Threat
Physical Organism: sensing new experiences

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Insight

Grouping of perceptions in meaningful wholes

as perceptions accumulate, insight developed by assembling perceptions into larger blocks of learning

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Acquiring Knowledge

MUC

Memorization
Understanding
Concept Learning: ability to apply knowledge

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Laws of Learning

REEPIR

Readiness
Exercise
Effect- strengthened by positive experience
Primacy- first learned best learned
Intensity- more effect from real thing
Recency

Domains of Learning

CAP

Cognitive- thinking
Affective- feeling
Psychomotor- doing

Cognitive Domain of Learning

RUAC

Rote
Understanding
Application
Correlation

Affective Domain of Learning

ARVOI

Awareness- open & willing to learn
Response- active participation
Value- determines training is valuable
Organizing- organizes info with personal belief system
Integration- incorporates training value into life

Psychomotor Domain

OIPH

Observation
Imitation- attempt to do what is observed
Practice- repeats skill over & over
Habit- skill becomes second nature

Characteristics of Learning

PEAMI

Purposeful- learn best when activity furthers goals
Result of EXPERIENCE
Active Process- need to react/respond
Multifaceted- involve >1 skill type (verbal, motor..etc)
Incidental- pick up other skills/knowledge unrelated to
task at hand

Acquiring Skill Knowledge

CAA

Cognitive- memorization; requires full & undivided
attention
Associative- practices skill, can now asses & make
changes to own skill
Automatic Response- performance is rapid & smooth

Types of Practice

DBR

Deliberate- practice specific area & get feedback
Blocked- repetition until auto response (doesn’t improve
long-term memory)
Random- mixing skills, better retention, more meaningful

Scenario Based Training: Good scenario has

CTC
Clear objective
Tailored to needs of student
Capitalized on subtle diffs local environment

Errors (Types)

Slip- Error of Action; plan to do one thing, inadvertently do something else Mistake- Error of Thought; plan to do wrong thing & is successful

Reducing Errors

DR CULT Develop Routines- standardized procedures Raise Awareness- wary of changing conditions/out of ordinary Check for Errors- actively look for errors/common errors Use Reminder- checklists, heading bugs, etc Learn & practice- lower freq & magnitude of mistakes Take time- faster/unfamiliar pace increases errors

Components of Memory

SSL Sensory Memory- receive input from 5 sense, process quickly Short Term Memory- working memory, fades depending on individuals priority Long Term Memory- where info stored for future use (recall)

Forgetting

RIFRS Retrieval Failure Fading- forget over time if not used Interference- new experience overshadow old Repression- unconsciously forget negative experience Suppression- consciously....

Retention of Learning

MR LAMP ``` Meaningful Rep aids Recall Recall prompted by association Learning with all senses Attitudes favorable aid retention Mnemonics Praise Stimulates Recall ```

Transfer of Learning

Positive Transfer- past knowledge support new learning Negative Transfer- past confuses/ detracts from new lerning positive transfer is a primary objective, ensure students understand that what they have learned can be APPLIED TO OTHER SITUATIONS