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Abby FOI > Task B: The Learning Process > Flashcards

Task B: The Learning Process Flashcards

1
Q

Learning Theory

A

Explains how people acquire knowledge and attitudes.

Learning can be defined as a change as a result of experience. This is done through Senses. Sight, Sound Touch, Etc.…

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2
Q

How people learn: (BICC)

A

Behaviorism
Information Processing Theory
CognitiveTheory
Constructivism

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3
Q

How people learn: Behaviorism

A

Behavior entirely in terms of observable and measurable responses to stimuli. Human behavior can be predicted based on rewards and punishments.
Positive reinforcement better than no or negative reinforcement.

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4
Q

How people learn: Information Processing Theory

A

Uses computer system as a model for human learning. The brain processes incoming information students retrieves it, and generates a response. Human gets input from sense of sight, smell, touch, hearing.
Example: Brain dealing with habit or routine is a pilot using rudder in turns without even noticing it.

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5
Q

How people learn: CognitiveTheory

A

Focuses on what’s going on in the mind learning is also a change in the way a learner thinks, understands, or feels.

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6
Q

How people learn: Constructivism

A

Theory that learners don’t acquire knowledge or skills passively but actively build or construct them based on experiences. Learning of higher order thinking skills (ADM) pg. 2-5

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7
Q

Perceptions and Insight

A

All learning comes from perceptions, which are directed from the brain by one or more of the senses. Perceptions result when a person gives meaning to external stimuli or sensations.

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8
Q

What affects perceptions:(GSTEP)

A 
Physical Organism
Goals and Values
Element of Threat
Time and Opportunity
Self-Concept
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9
Q

What affects perceptions:Physical Organism

A

Being able to sense the world around you. It’s important to see, hear, feel, and respond adequately while in the air.

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10
Q

What affects perceptions:Goals and Values

A

Humans color their own values and beliefs from experiences.

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11
Q

What affects perceptions:Element of Threat

A

Threats do not promote effective learning. When confronted with a threat students tend to focus attention on threatening object or thing generating fear.

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12
Q

What affects perceptions:Time and Opportunity

A

Learning depends on perceptions which were learned previously and on availability of time to relate new things to pervious perceptions.

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13
Q

What affects perceptions:Self-Concept

A

It is important to have good self confidence. Positive or negative self concept helps determine favorable or unfavorable behaviors from students.
Positive will be more willing to learn new things, less defensive.
Negative tends to reject lessons and experiences.

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14
Q

Insight

A

Grouping perceptions into meaningful wholes. (Relating a group of perceptions)
* Example: Rectangular course and traffic pattern. Take multiple things and combine them together.

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15
Q

Instructor can help student develop insight by (3)

A

Helping students understand how different pieces come together
Providing a non-threatening environment
Help student maintain favorable self concepts

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16
Q

Acquiring Knowledge: (MUC)

A

Memorization
Understanding
Concept Learning

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17
Q

Acquiring Knowledge: Memorization

A

Student first memorizes about facts in a procedure, It allows student to get started quickly, but the limitations become apparent when asked to solve problem or provide explanation.

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18
Q

Acquiring Knowledge: Understanding

A

The ability t to see and understand connections between facts that have been learned.

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19
Q

Acquiring Knowledge: Concept Learning

A

Based on assumption that humans tend to group objects, ides, and people that share one or more attributes. By grouping information into concepts, humans remove complexity and create categories.

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20
Q

Laws of Learning: (REEPIR)

A 
Readiness
Exercise
Effect
Primacy
Intensity
Recency
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21
Q

Laws of Learning: Readiness

A

People learn best when they are ready to learn. The don’t learn well if they lack motivation. If student has a clear goal they will be more productive.

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22
Q

Laws of Learning: Exercise

A

The more you practice the better you’ll remember. Use it or lose it.

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23
Q

Laws of Learning: Effect

A

Learning is strengthened when accompanied by pleasant feelings and opposite with unpleasant feelings.

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24
Q

Laws of Learning: Primacy

A

We remember how we learn things the 1sttime, initial learning must be taught right.

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25
Q

Laws of Learning: Intensity

A

Make the learningexciting and “real” or dramatic.

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26
Q

Laws of Learning: Recency

A

What you last did is better remembered.

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27
Q

Domains Of Learning: (CAP)

A

Cognitive
Affective Domain
Psychomotor Domain

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28
Q

Domains Of Learning: Cognitive

A

A grouping of levels learned associated with mental activity.
* Thinking

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29
Q

Domains Of Learning: Affective

A

Addresses a learner’semotions toward the learning experience. Being open and willing to learn.
* Feeling

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30
Q

Domains Of Learning: Psychomotor

A

Skill based and includes physical movement, imitation, practice, and habits. Example Flying a precision approach.
* Doing

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31
Q

Cognitive Domain: Six Levels

A 
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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32
Q

Cognitive Domain: Knowledge

A

Remembering information

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33
Q

Cognitive Domain: Comprehension

A

Understanding information

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34
Q

Cognitive Domain: Application

A

Using abstractions in situations

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35
Q

Cognitive Domain: Analysis

A

Breaking down into parts

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36
Q

Cognitive Domain: Synthesis

A

Putting parts together to make a new whole

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37
Q

Cognitive Domain: Evaluation

A

Make judgments about ideas

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38
Q

Affective Domain: Five Levels

COVRR

A 
Receiving
Responding
Valuing
Organization
Characterization
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39
Q

Affective Domain: Receiving

A

Willing to attention

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40
Q

Affective Domain: Responding

A

Reacts voluntarily or complies

41
Q

Affective Domain: Valuing

A

Appreciate follow, join, justify, show concern, or share

42
Q

Affective Domain: Organization

A

Rearrangement of value system

43
Q

Affective Domain: Characterization

A

Incorporates value into life

44
Q

Psychomotor Domain: 7 educational Levels

A 
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaption
Origination
45
Q

Psychomotor Domain: 7 educational Levels: Perception

A

Awareness of sensory stimulus

46
Q

Psychomotor Domain: 7 educational Levels: Set

A

relates to cues or known

47
Q

Psychomotor Domain: 7 educational Levels: Guided Response

A

Performs as demonstrated

48
Q

Psychomotor Domain: 7 educational Levels: Mechanism

A

Performs simple acts well

49
Q

Psychomotor Domain: 7 educational Levels: Complex Overt Response

A

Skillfully performance complex acts

50
Q

Psychomotor Domain: 7 educational Levels: Adaption

A

Modifies for special problems

51
Q

Psychomotor Domain: 7 educational Levels: Origination

A

New Movement Patterns

52
Q

Psychomotor Domain: 4 Instructional Levels

A

Observation
Imitation
Practice
Habit

53
Q

Psychomotor Domain: 4 Instructional Levels: Observation

A

Learner observes more experienced person perform skill

54
Q

Psychomotor Domain: 4 Instructional Levels: Imitation

A

Learner attempts to copy

55
Q

Psychomotor Domain: 4 Instructional Levels: Practice

A

Learner repeatedly tries

56
Q

Psychomotor Domain: 4 Instructional Levels: Habit

A

Learner can perform in twice the time

57
Q

Characteristics of Learning: (PEAM)

A

Purposeful
Experience
Multifaceted
Active Process

58
Q

Characteristics of Learning: Purposeful

A

students learn when they have a clear purpose. Students past experience affects their readiness to learn.

59
Q

Characteristics of Learning: Experience

A

Learning is an individual process from personal experiences.

60
Q

Characteristics of Learning: Multifaceted

A

Learning may include verbal, conceptual, perceptual, emotional, and problem solving elements.

61
Q

Characteristics of Learning: Active Process

A

To learn students must react and respond. Students do not absorb knowledge like a sponge they must be involved in the learning process.

62
Q

Acquiring Skill Knowledge: (CAA)

A

Cognitive
Associative
Automatic Response

63
Q

Acquiring Skill Knowledge: Cognitive

A

Instructor introduces student to basic skills. Student memorizes steps to perform.
At this stage performance usually requires all of the students attention.

64
Q

Acquiring Skill Knowledge: Associative

A

Through practice student no longer performs memorized steps but are able to progress and make adjustments in performance. Student will be better able to deal with distractions.

65
Q

Acquiring Skill Knowledge: Automatic Response

A

Procedure becomes automatic.

It is possible to multitask and less attention is required to perform a skill.

66
Q

Types of Practice: (DBR)

A

Deliberate
Blocked
Random

67
Q

Types of Practice: Deliberate

A

Aimed at particular goal. Student practices specific areas for improvement and receives specific feedback.
(More Broad)

68
Q

Types of Practice: Blocked

A

Practice same drill until it becomes automatic. Doing the same task over and over, better for short term but poorer for long term.
(More Targeted)

69
Q

Types of Practice: Random

A

Mixing up practice skills perform skill in random order. Promotes better retention.

70
Q

Scenario Based Training:

A

Practice realistic scenarios as its more useful and resembles training environments. A good scenario has a clear set of objectives and is tailored to needs of the student.
* Add Complexity with “What if” Questions.

71
Q

Errors: Types

A

Slip

Mistake

72
Q

Errors: Slip

A

When a person plans to do one thing but inadvertently does something else. Slips are error of action.
Example: Omit a necessary action or confuse two similar things.

73
Q

Errors: Mistake

A

Occurs when person plans to do the wrong thing and is successful. Mistakes are errors of though and are sometimes the result of gaps or misconceptions in the students understanding.

74
Q

Memory:

A

The ability of people to encode, store, and retrieve information.

75
Q

Memory three types:

A

Sensory (Sensory Register)
Short Term
Long Term

76
Q

Memory Type: Sensory (Sensory Register)

A

Receives and processes input from the environment according to the individual’spreconceived concept of what is important.

77
Q

Memory Type: Short Term

A

Information is stored for roughly 30 seconds after which it may rapidly fade or become consolidated into long term memory depending on individual’s priorities. Limited to about 7 Chunks of information.
Example: Phone number (Give it meaning to help remember)

78
Q

Memory Type: Long Term

A

Relatively permanent storage of unlimited info and it is possible for memories in long term to remain there for a lifetime. What is stored in long term affects a person’sperceptions of the world and affect what info of the environment is noticed.
Example: First Solo

79
Q

Forgetting: Loss of memory, failure in memory retrieval. (FIRR/FIRRS)

A 
Fading
Interference
Retrieval Failure
Repression
Suppression
80
Q

Forgetting: Loss of memory, failure in memory retrieval: Fading

A

A person forgets information that is not used for an extended period of time.

81
Q

Forgetting: Loss of memory, failure in memory retrieval: Interference

A

People forget because a certain experience has overshadowed it or the learning of similar things has interfered.

82
Q

Forgetting: Loss of memory, failure in memory retrieval: Retrieval Failure

A

Inability to retrieve information.

Example: Tip of the tongue feeling.

83
Q

Forgetting: Loss of memory, failure in memory retrieval: Repression

A

A memory consciouslyis pushed out of reach because the individual does not want to remember the feeling associated with it.

84
Q

Forgetting: Loss of memory, failure in memory retrieval: Suppression

A

A memory is unconsciouslypushed out of reach because the individual does not want to remember the feeling associated with it.

85
Q

Retention of Learning: (PA FARM)

A 
Praise
Association
Favorable Attitudes
All Senses
Repetition
Mnemonics
86
Q

Retention of Learning: Praise

A

Stimulates remembering responses that give pleasurable returns tend to be repeated.

87
Q

Retention of Learning: Association

A

Information associated with something to be learned aids in recall.

88
Q

Retention of Learning: Favorable Attitudes

A

People learn and remember only what they wish to know, easier to remember something when motivated.

89
Q

Retention of Learning: All Senses

A

When using all senses a fuller understanding and greater chance of recall is achieved.

90
Q

Retention of Learning: Repetition

A

Meaningful repetition aids recall, but mere repetition does not guarantee retention.

91
Q

Retention of Learning: Mnemonics

A

Uses patterns, ideas, visual aids in help to remember information

92
Q

Transfer of Learning:

A

The ability to apply knowledge or procedures learned in one context to new context.

93
Q

Transfer of Learning: Positive

A

Past knowledge supports/Assists new learning

Example: Rectangular course assists with traffic

94
Q

Transfer of Learning: Negative

A

Past Knowledge confuses/detracts from new learning.

Example: Steering a car vs. airplane

95
Q

Basic Levels of Learning(RUAC):

A 
Most flight instructors only teach to Application, it’s your goal as a flight instructor to teach to Correlation.
Rote
Understanding
Application
Correlation
96
Q

Basic Levels of Learning:Rote

A

Ability to repeat back what was learned but not necessarily understand it.

97
Q

Basic Levels of Learning:Understanding

A

Understand the meaning of something

98
Q

Basic Levels of Learning:Application

A

Putting something that has been learned and understood to use.

99
Q

Basic Levels of Learning:Correlation

A

Associating what has been learned with previous learning.

Abby FOI (7 decks)

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