Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CFI Test > Human Behavior and the Learning Process > Flashcards

Human Behavior and the Learning Process Flashcards

PTS - Tasks A and B

1
Q

Define Human Behavior

A
  • A product of factors that cause people to act in predictable ways
  • The result of attempts to satisfy certain needs
  • Fight/Flight/Freeze
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Maslow’s hierarchy of needs:

A
  • Physical Needs
  • Safety
  • Social
  • Egotistical (Internal or External)
  • Self-Fulfillment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Defense Mechanisms:

A
  • Repression
  • Denial
  • Compensation
  • Projection
  • Rationalization
  • Reaction Formation
  • Fantasy
  • Displacement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Maslow’s hierarchy of needs:

What are Physical Needs?

A

Physical Needs are:

  • Food
  • Rest
  • Exercise
  • Shelter
  • Etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Maslow’s hierarchy of needs:

What are Safety Needs?

A

Safety:

-They must feel safe and protected from dangers, threats, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Maslow’s hierarchy of needs:

What are Social Needs?

A

Social:

-They must feel like they belong and are accepted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Maslow’s hierarchy of needs:

What are Egoistic Needs?

A

Egoistic Needs (Internal and External):
Internal - Relates to self-esteem, the need to feel independent, self-confident
External - Relates to reputation, need for appreciation, status and respect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Maslow’s hierarchy of needs:

What are Self-fulfillment Needs?

A

Self-fulfillment:

-The need to realize one’s own potential and use their creativity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the Defense Mechanism “Repression”?

A

Repression:
-A person buries uncomfortable thoughts into the unconscious mind
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the Defense Mechanism “Denial”?

A

Denial:
-Refusal to accept reality because it is too threatening
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is the Defense Mechanism “Compensation”?

A

Compensation:
-Psychologically balancing a weak area with a strong area
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is the Defense Mechanism “Projection”?

A

Projection:
-Relegating blame for one’s own mistakes and/or short-comings on to others
Example: “If the tower had told me sooner I wouldn’t have done that.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is the Defense Mechanism “Rationalization”?

A

Rationalization:
-Inability to accept the real reasons for behavior because it causes anxiety
Example

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the Defense Mechanism “Reaction Formation”?

A

Reaction Formation:
-Belief in the opposite to true belief because it causes anxiety
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the Defense Mechanism “Fantasy”?

A

Fantasy:
-Escaping from reality by taking mental/physical flight
Example: Daydreaming, singing, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is the Defense Mechanism “Displacement”?

A

Displacement:
-Shifts emotion from original object to a less threatening substitute
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is Anxiety?

A

Anxiety:

  • A feeling of worry, nervousness or unease, often about something that is going to happen
  • Reactions can range from hesitancy to act, to an impulse to do something even if it’s wrong
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are Normal and Abnormal stress reactions?

A

Normal - A rapid exact response, within the limits of experience and training
Abnormal - Extreme over-cooperation, painstaking self-control, inappropriate laughter or singing or rapid changes in emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the Basic Elements of Communication?

A

The Source - the sender of information
The Symbol - the ideas or information being transmitted
The Receiver - the student, listener or reader

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

In the Basic Elements of Communication:

Define the “Source”

A

The Source is the sender of the information. They must be understood by the Receiver to be effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

In the Basic Elements of Communication:

Define the “Symbol”

A

The Symbol is the ideas or information being shared. These can be transmitted through words, expressions or gestures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

In the Basic Elements of Communication:

Define the “Receiver”

A

The Receiver is the student, listener or reader. Their background influences the reception of the Symbols.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are the Barriers to Effective Communication?

A
  • Lack of Common Experience
  • Confusion between the Symbol and the symbolized object
  • Overuse of Abstractions
  • Interference (physiological, environmental or psychological)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

In the Barriers to Effective Communication:

Define “Lack of Common Experience”

A

Lack of Common Experience is considered one of the greatest barriers due to the different experiences between the student (Receiver) and the instructor (Source). Aviation is very “technical”.
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

In the Barriers to Effective Communication:

Define “Confusion between the Symbol and the symbolized object”

A

Confusion between the Symbol and the symbolized object occurs when a word is confused with what it was intended to represent.
Example:

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

In the Barriers to Effective Communication:

Define “Overuse of Abstractions”

A

Overuse of Abstractions happens when using words that are general rather than specific. This should be avoided as much as possible.
Example: “Aircraft” could be interpreted as anything from a helicopter to a military fighter jet to a blimp. “Cessna 172” is much more specific.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

In the Barriers to Effective Communication:

Define “Interference”

A

Interference can be physiological (needing to use the bathroom, skipping a meal, lack of sleep) , Environmental (a noisy classroom, excessive heat, uncomfortable chairs) or Psychological (distracted, stressed, uninterested)
All of these come from outside sources that the instructor cannot control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the ways one can Develop Communication Skills?

A
  • Role Playing
  • Instructional Communication
  • Listening
  • Questioning
  • Instructional Enhancement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

When Developing Communication skills what is “Role Playing”?

A

When Role Playing the learner is provided with a general description of a situation, then applies a new skill or knowledge to perform the role assigned/intended

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

When Developing Communication skills what is “Instructional Communication”?

A

Instructional Communication is the use of past experiences to illustrate a point

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

When Developing Communication skills what is “Listening”?

A

To Listen effectively you must first WANT to listen; “hearing with comprehension”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

When Developing Communication skills what is “Questioning”?

A

Questions which are focused and open-ended determine student understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

When Developing Communication skills what is “Instructional Enhancement”?

A

A good instructor is ALWAYS learning more; reading, reviewing, taking courses, discussing relevant topics with knowledgeable people, etc.

34
Q

What is Learning?

A

Learning is a change in behavior as a result of experiance

35
Q

What are the types of Learning Theories?

A

Behaviorism - Explains behavior from observable and measurable responses to stimuli
Cognitive Theory - Focuses on whats going on inside the mind; cognition = thinking

36
Q

What is the Behaviorism learning theory?

A

Behaviorism is the theory that explains behavior as stemming from observable and measurable responses to stimuli; (Stimuli being outside the body)

37
Q

What is the Cognitive learning theory?

A

The Cognitive theory focuses on whats going on inside the mind; (Cognition meaning thinking, is internal)

38
Q

What are Perceptions?

A
  • Perceptions are the basis of all learning

- Perceptions are directed to the brain by one (or more) of the five senses

39
Q

What are the factors which affect Perception?

A
  • The Physical Organism
  • Goals and Values
  • Self-Concept
  • Time and Opportunity
  • Element of Threat
40
Q

In Factors that Affect Perception:

What is “The Physical Organism”?

A

The Physical Organism is the individual’s ability to sense the world around them with their own body/organism
Example: If once is deaf or color blind, etc. it will affect their perceptions of what the instructor is teaching them

41
Q

In Factors that Affect Perception:

What are “Goals and Values”?

A

Every student has different Goals, Values and Beliefs. Knowing these values/goals/beliefs helps the instructor predict how a student will interpret experiences and instructions
Example: If a student’s goal is to become a bush pilot in Alaska they will probably value information on short and soft field landings more than information about Class B airspace. If a student values being frugal they will value lots of self study before showing up to the lesson to minimize paid time. If the student believes the are not good at interviews they will need help to build confidence for the oral exam.

42
Q

In Factors that Affect Perception:

What is “Self-concept”?

A

Self-concept can he positive or negative which will affect their ability to perform or do things favorably or unfavorably
Example: A student with a positive Self-concept are more receptive to new lessons and experiences while students with a negative Self-concept are the opposite

43
Q

In Factors that Affect Perception:

What is “Time and Opportunity”?

A

The ability to learn some things is dependent upon other or previous perceptions. Preparing Time and Opportunity gives space for perceptions to be had and then built upon each other
Example: Planning a proper syllabus, in the correct order, optimizes learning

44
Q

In Factors that Affect Perception:

What is the “Element of Threat”?

A

Fear adversely affects learning. The instructor must teach to fit the psychological needs of the student to minimize the Element of Threat
Example: If a situation overwhelms a student they may feel threatened and learning will not be maximized. The student must feel capable of coping with the situation

45
Q

What are Insights?

A

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

46
Q

What are the ways people Acquire Knowledge?

A

Memorization - when students are exposed to knew concepts the tend to acquire and memorize facts
Understanding - organizing the knowledge to gain an understanding of the things you have learned
Application - the ability to apply your knowledge to solve problems and make decisions

47
Q

What are the Laws of Learning?

A

R.E.E.P.I.R.

  • Readiness
  • Exercise
  • Effect
  • Primacy
  • Intensity
  • Recency
48
Q

In the Laws of Learning:

Define “Readiness”

A

The law of Readiness states that students learn best when they are ready to learn

49
Q

In the Laws of Learning:

Define “Exercise”

A

The law of Exercise states that things most often repeated (exercised) are best remembered

50
Q

In the Laws of Learning:

Define “Effect”

A

The law of Effect states that learning is strengthened by a positive experience (has a possitive effect) and weakened by a negative one

51
Q

In the Laws of Learning:

Define “Primacy”

A

The law of Primacy states that which is first learned is learned best. Teach it right the first time!

52
Q

In the Laws of Learning:

Define “Intensity”

A

The law of Intensity states that students learn better from the real thing than a substitute, the more senses engaged the better it is learned

53
Q

In the Laws of Learning:

Define “Recency”

A

The law of Recency states that things most recently learned are the best remembered

54
Q

What are the Domains of Learning?

A
  • Cognitive (thinking) Domain
  • Affective (feeling) Domain
  • Psychomotor (doing) Domain
55
Q

What are the four practical levels of learning within the Cognitive (thinking) Domain?

A

R.U.A.C.
Rote learning - memorization
Understanding - understanding the principles and theory behind the knowledge
Application - correctly applying what has been learned when needed
Correlation - associating learned elements with other/future segments of learning
Note: These levels of learning can be acquired through scenario based training (SBT)

56
Q

What are the five educational objectives of the Affective (feeling) Domain?

A

Awareness - the student being open to leaning/training and willing to listen to the instructor
Response - the student responds by active participation in training and complies with instruction
Value - the student determines the value of training and chooses whether to accept it
Organizing - the student organizes the training within their personal belief system
Integration - the student internalizes the training and incorporates that value into their life (they build and use checklists when camping, they inspect their car before road trips, etc)

57
Q

What are the four main instructional levels in the Psychomotor (doing) Domain?

A

Observation - the student observes a more experienced person perform the skill, observing the steps and relationships that produce the finished product or desired outcome
Imitation - the student attempts to copy the skill while the instructor observes
Practice - the student tries performing the skill again and again building proficiency, instructor observation optional
Habit - the student can perform the skill in about twice the time it takes the instructor/expert, if they continue to practice they will eventually meet expert levels

58
Q

What are the Characteristics of Learning?

A

P.E.A.M.
Purposeful - when the student has a clear purpose or goal
Experience - students learn through individual experiences
Active - student must actively react and respond
Multifaceted - learning involves the employment of verbal, conceptual, perceptual, motor skills, emotional and problem solving; sometimes called “incidental learning”

59
Q

What are the three stages of Acquiring Skill Knowledge?

A

Cognitive stage - memorizing steps to perform a skill, requires all of the student’s attention
Associative stage - student practices the skill and can now asses and make changes to their own performance
Automatic Response stage - student’s performance is rapid and smooth, few corrections needed, they may even be able to perform other things at the same time

60
Q

What are the stages of Acquiring Physical Skills?

A

D.E.A.D.P.P.P.P.K.

  • Desire to learn
  • Evaluation vs critique (suggestions are more valuable than a grade in early training)
  • Application of skill (learn then apply in appropriate situations)
  • Duration and organization of a lesson (not to long, nor short)
  • Pattern of progress (rapid learning followed by plateaus)
  • Physical skills involve more than muscles (concepts develop, attitudes are changed)
  • Patterns to follow (provide a clear step by step example)
  • Performance of the skill (practice makes proficient)
  • Knowledge of results (keep students aware of progress, right or wrong)
61
Q

What are the three Types of Practice?

A
  • Deliberate (practice of specific skills with instructor feedback)
  • Blocked (repetitions until automatic)
  • Random (mixing of skills during a practice session)
62
Q

What is Deliberate Practice?

A

During Deliberate Practice the student practices specific areas for improvement and receives specific feedback after the practice to evaluate their performance against the level of performance sought

63
Q

What is Blocked Practice?

A

Blocked practice is practicing the same skill over and over until it is automatic. This enhances current performance but does not improve concept learning or long-term learning/memory

64
Q

What is Random Practice?

A

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

65
Q

What is Scenario Based Training (SBT)?

A

-Practicing realistic scenarios during training involves having a clear set of objectives which are tailored to the needs of the student and capitalizes on the nuances of the local environment. The same scenario can have variables added (weather changes, terrain, night, different airspace, etc.) to make the student think

66
Q

What are the two Kinds of Errors?

A
  • Slips or “Errors of Action” (planning to do one thing but inadvertently doing something else
  • Mistakes or “Errors of Thought” (planning to do something which is wrong and succeeding)
67
Q

What is a Slip type error?

A

An error of action
-When a person plans to do the correct thing but inadvertently does something else.
Example: Omitting a necessary action or confusing two similar steps

68
Q

What is a Mistake type error?

A

An error of thought
-When a person unwittingly plans to do the wrong thing and is successful.
Example: Having an overly simplistic understanding of weather which can put inexperienced students into unexpected situations they are not prepared for

69
Q

What are some ways to Reduce Errors?

A
  • Learning and practicing (higher levels of skill and knowledge leads to lower frequencies and magnitude of errors)
  • Taking time (performing at a faster or unfamiliar pace increases the likelihood of errors, don’t rush)
  • Checking for errors (actively looking for errors, using checklists and flows, etc)
  • Using reminders (checklists heading bugs, altitude alerts, etc)
  • Developing routines (using standardized procedures, cockpit flows, etc)
  • Raising awareness (being aware of “out of the ordinary situations”, changing conditions, unfamiliar airports, etc)
70
Q

What are the three Types of Memory?

A
  • Sensory Register (receives input from the five senses, processes quickly)
  • Short-term Memory (“Working Memory”, receives from Sensory Register, memories remain or fades depending on an individual’s priorities)
  • Long-term Memory (“Recall Memory”, where information is stored for future use)
71
Q

What is the Sensory Register type of memory?

A

The Sensory Register receives input from the five senses and processes quickly what will be passes on to the Short-term Memory

72
Q

What is Short-term Memory?

A

Short-term Memory, or “Working Memory”, receives input from Sensory Register for immidiate use, memories remain or fades depending on an individual’s priorities

73
Q

What is Long-term Memory?

A

Long-term Memory, or “Recall Memory”, is where information is stored for future use

74
Q

What are the four Theories of Forgetting?

A

RIDS

  • Repression (unconsciously forgetting unpleasant feelings from a negative experience)
  • Interference (forgetting because new experiences overshadow prior experiences)
  • Disuse (forgetting those things that are not used, “fading” or “decay”)
  • Suppression (consciously forgetting an unpleasant experience, like Repression only conscious)
75
Q

What is the Repression theory of forgetting?

A

Repression is UNconsciously forgetting unpleasant feelings from a negative experience

76
Q

What is the Interference theory of forgetting?

A

Interference is forgetting because new experiences overshadow prior experiences or when new knowledge floods out other new knowledge before that information is transmitted to Long-term Memory

77
Q

What is the Disuse theory of forgetting?

A

Disuse,”fading” or “decay”, is forgetting those things that are not used

78
Q

What is the Suppression theory of forgetting?

A

Suppression is CONCIOUSly forgetting unpleasant feelings from a negative experience, like Repression only doing so consciously

79
Q

What are the five main principles of Learning Retention?

A
  • Praise stimulates remembering
  • Recall is promoted by association
  • Favorable attitudes towards the subject aid retention
  • Learning with all senses is the most effective
  • Meaningful repetition aids recall
80
Q

What are the two types of Learning Transfer?

A

Positive Transfer - Past knowledge supports/assists now learning
Example: Learning the rectangular course maneuver assists you in learning the traffic pattern

Negative Transfer - Past knowledge confuses/detracts from new knowledge
Example: Using a steering wheel to steer a car can confuse a student when they cannot “drive” the aircraft with the yoke

Ensuring students understand what they have learned can be applied to things out side aviation and that if applied in other areas it will promote retention and recall

CFI Test (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions