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PMI > Learning > Flashcards

Learning Flashcards

1
Q

The Definition of Learning

A

A change in behaviour as a result of experience

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2
Q

Characteristics of Learning

A

Purposeful: learning related to goals
A result of experience: a response may be conditioned by previous experience
Multifaceted/incidental: whilst learning the thing at hand, a student may be learning other things as well.
An active process: students need to react and respond

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3
Q

Principles of Learning

A 
Readiness
Exercise
Effect
Primacy
Intensity
Recency
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4
Q

The Principle of Readiness

A

Implies a degree of single-mindedness and eagerness
When students have a strong purpose, a clear objective and a definite reason for learning something, they will make more progress than if they lack motivation

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5
Q

The Principle of Exercise

A

Those things most often repeated are best remembered
Instructors must provide opportunities for students to practice and at the same time ensure that this process is directed towards a goal

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6
Q

The Principle of Effect

A

The emotional reaction of the student
Learning is strengthened when accompanied by a pleasant or satisfying feeling
Learning is weakened when;associated with an unpleasant feeling

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7
Q

The Principle of Primacy

A

The state of being first creates a strong, memorable impression
What is taught must be first the right time

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8
Q

The Principle of Recency

A

Things most recently done are the best remembered

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9
Q

The Principle of Intensity

A

A student will learn more fro:the real thing than from a substitute

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10
Q

Perceptions

A

Received through 1+ of the five senses
Are the basis of all learning
Result when a person gives meaning to sensations

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11
Q

Factors Affecting One’s Perception

A 
Physical organism
Basic needs
Goals and values
Self concept
Time and opportunity
Elements of threat
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12
Q

Insight

A

The grouping of perceptions into meaningful wholes.
The mental relating and grouping of associated perceptions
Instruction speeds this learning process by teaching the relationships as they occur

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13
Q

Steps to Foster the Development of Insight

A

Pointing out relationships as they occur
Providing a secure and nonthreatening environment
Helping the student acquire and maintain favourable self concept

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14
Q

Positive Motivation

A

Provided by the promise or achievement of rewards

Students must believe their efforts will be suitably rewarded

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15
Q

Negative Motivation

A

May engender fear or be perceived as a threat

Should be avoided with all but the most overconfident and impulsive students

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16
Q

Levels of Learning

A
  1. Rote
  2. Understanding
  3. Application
  4. Correlation
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17
Q

Learning: Rote

A

The ability to repeat something back which was learnt, but not understood

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18
Q

Learning: Understanding

A

To comprehend or grasp the nature or meaning of something

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19
Q

Learning: Application

A

The act of putting something to use that has been learnt and understood
The student has developed the skill to apply what has been learnt

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20
Q

Learning: Correlation

A

Associating what has been learnt, understood and applied with previous or subsequent learning

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21
Q

Domains of Learning

A

Cognitive
Affective
Psychomotor

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22
Q

Cognitive Domain

A

Knowledge: recall and recognition
Comprehension: translate, interpret and extrapolate
Application: use of generalisations in specific instances
Analysis: determine relationships
Synthesis: create new relationships
Evaluation: exercise of learned judgement

23
Q

Affective Domain

A

Concerned with attitudes, personal beliefs and values
Receiving: willingness to pay attention
Responding: reacts voluntarily or complies
Valuing: acceptance
Organisation: rearrangement of value system
Characterisation: incorporates value into life

24
Q

Psychomotor Domain

A

Perception: awareness of sensory stimulus
Set: relates cues/known
Guided response: performs as demonstrated
Mechanism: Performs simple acts well
Complex overt response: skilful performance of complex acts
Adaptation: modifies for special problems
Origination: new movement patterns/creativity

25
Q

Learning Plateau

A

Rapid improvement in the early stages leading to the curve levelling off, potentially for a significant period of time

26
Q

Memory

A

Sensory register
Short term memory
Long term memory

27
Q

Sensory Register

A

Received input and quickly processed it according to the individuals preconceived concept of what is important

28
Q

Working/Short Term Memory

A

Is time and capacity limited
It sorts and categorises the information in a process called coding or recoding to adjust and relate the information in an attempt to associate

29
Q

Long Term Memory

A

Information is stored for future reference

30
Q

Why Humans Forget

A

Disuse: forgets those things which are not used
Interference: forgets because an experience has overshadowed it, or the learning of similar things has intervened
Repression: forgets due to submersion of ideas into the subconscious mind

31
Q

Factors That Aid Remembering

A

Praise: responses which give pleasurable return tend to be repeated
Association: easier to remember than an isolated fact
Favourable Attitudes: people only remember what they wish to know
All Senses: the more senses involves the easier it is to remember
Repetition: helps to fix learning in the memory

32
Q

Learning Transfer

A

Whilst learning, previous experiences may become an aid

33
Q

Positive Learning Transfer

A

Learning skill A helps to learn skill B

34
Q

Negative Learning Transfer

A

Learning skill A hinders the learning of skill B

35
Q

Building Block Concept

A

New learning and habit patterns are based on a solid foundation of experience and old learning

36
Q

Hierarchy of Needs

A 
A lower need must be fulfilled before concentrating on a higher need
Physical
Safety
Social
Ego
Self-fulfillment
37
Q

Compensation Defence Mechanism

A

Hide weaknesses by emphasising strengths

38
Q

Projection Defence Mechanism

A

Shift the responsibility for mistakes to someone or something else

39
Q

Rationalisation Defence Mechanism

A

Substitutes excuses for reasons

40
Q

Denial of Reality Defence Mechanism

A

Refusal to acknowledge disagreeable realities

41
Q

Reaction Formation Defence Mechanism

A

Who cares how other people feel attitude

42
Q

Flight Defence Mechanism

A

Escaping from frustrations (mental or physical)

43
Q

Aggression Defence Mechanism

A

May be subtle: asking irrelevant questions or refusal to participate

44
Q

Resignation Defence Mechanism

A

Daydreaming - taking mental flights

45
Q

Countering Anxiety

A

Treat fears as normal reactions

Reinforce the students enjoyment of flying and teach them to cope with their fears

46
Q

Abnormal Reactions to Stress

A

Inappropriate reactions
Market changes in mood on different lessons
Severe anger

47
Q

Elements to Communication

A

The source
The symbol
The receiver

48
Q

Effective Communication

A

Up to date and stimulating material
Positive attitudes
Varied communicative approach

49
Q

Barriers to Communication

A

Lack of common experience
Confusion between the symbol and symbolised object
Overuse of abstractions
Interference

50
Q

The Four Steps to Teaching

A

Preparation
Presentation
Application
Evaluation

51
Q

Teaching: Preparation

A

Determine the objective of the lesson and the criteria by which it’s achievement will be measured

52
Q

Teaching: Presentation

A

Lecture method: presenting new material, summarising new ideas and showing relationships
Demonstration/Performance method: teaching a skill

53
Q

Teaching: Application

A

The student uses what the instructor has presented

PMI (1 decks)

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