Learning

Question 1

The Definition of Learning

Answer 1

A change in behaviour as a result of experience

Question 2

Characteristics of Learning

Answer 2

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

Question 3

Principles of Learning

Answer 3

Readiness
Exercise
Effect
Primacy
Intensity
Recency

Question 4

The Principle of Readiness

Answer 4

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

Question 5

The Principle of Exercise

Answer 5

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

Question 6

The Principle of Effect

Answer 6

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

Question 7

The Principle of Primacy

Answer 7

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

Question 8

The Principle of Recency

Answer 8

Things most recently done are the best remembered

Question 9

The Principle of Intensity

Answer 9

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

Question 10

Perceptions

Answer 10

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

Question 11

Factors Affecting One’s Perception

Answer 11

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

Question 12

Insight

Answer 12

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

Question 13

Steps to Foster the Development of Insight

Answer 13

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

Question 14

Positive Motivation

Answer 14

Provided by the promise or achievement of rewards

Students must believe their efforts will be suitably rewarded

Question 15

Negative Motivation

Answer 15

May engender fear or be perceived as a threat

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

Question 16

Levels of Learning

Answer 16

1. Rote
2. Understanding
3. Application
4. Correlation

Question 17

Learning: Rote

Answer 17

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

Question 18

Learning: Understanding

Answer 18

To comprehend or grasp the nature or meaning of something

Question 19

Learning: Application

Answer 19

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

Question 20

Learning: Correlation

Answer 20

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

Question 21

Domains of Learning

Answer 21

Cognitive
Affective
Psychomotor

Question 22

Cognitive Domain

Answer 22

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

Question 23

Affective Domain

Answer 23

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

Question 24

Psychomotor Domain

Answer 24

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

Question 25

Learning Plateau

Answer 25

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

Question 26

Memory

Answer 26

Sensory register Short term memory Long term memory

Question 27

Sensory Register

Answer 27

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

Question 28

Working/Short Term Memory

Answer 28

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

Question 29

Long Term Memory

Answer 29

Information is stored for future reference

Question 30

Why Humans Forget

Answer 30

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

Question 31

Factors That Aid Remembering

Answer 31

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

Question 32

Learning Transfer

Answer 32

Whilst learning, previous experiences may become an aid

Question 33

Positive Learning Transfer

Answer 33

Learning skill A helps to learn skill B

Question 34

Negative Learning Transfer

Answer 34

Learning skill A hinders the learning of skill B

Question 35

Building Block Concept

Answer 35

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

Question 36

Hierarchy of Needs

Answer 36

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

Question 37

Compensation Defence Mechanism

Answer 37

Hide weaknesses by emphasising strengths

Question 38

Projection Defence Mechanism

Answer 38

Shift the responsibility for mistakes to someone or something else

Question 39

Rationalisation Defence Mechanism

Answer 39

Substitutes excuses for reasons

Question 40

Denial of Reality Defence Mechanism

Answer 40

Refusal to acknowledge disagreeable realities

Question 41

Reaction Formation Defence Mechanism

Answer 41

Who cares how other people feel attitude

Question 42

Flight Defence Mechanism

Answer 42

Escaping from frustrations (mental or physical)

Question 43

Aggression Defence Mechanism

Answer 43

May be subtle: asking irrelevant questions or refusal to participate

Question 44

Resignation Defence Mechanism

Answer 44

Daydreaming - taking mental flights

Question 45

Countering Anxiety

Answer 45

Treat fears as normal reactions | Reinforce the students enjoyment of flying and teach them to cope with their fears

Question 46

Abnormal Reactions to Stress

Answer 46

Inappropriate reactions Market changes in mood on different lessons Severe anger

Question 47

Elements to Communication

Answer 47

The source The symbol The receiver

Question 48

Effective Communication

Answer 48

Up to date and stimulating material Positive attitudes Varied communicative approach

Question 49

Barriers to Communication

Answer 49

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

Question 50

The Four Steps to Teaching

Answer 50

Preparation Presentation Application Evaluation

Question 51

Teaching: Preparation

Answer 51

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

Question 52

Teaching: Presentation

Answer 52

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

Question 53

Teaching: Application

Answer 53

The student uses what the instructor has presented