The Learning Process

Question 0

Learning Theory

Answer 0

Body of principals advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes

Question 1

Define learning

Answer 1

Learning is defined as a change in behavior as a result of an experience.
learning is the acquestion of knolodge or understanding of a skill through experience, practice or study.

Question 2

Behaviorsim

Answer 2

A theory that stresses the importance of having a particular form of behavior reinforced by someone other than the studen, to shape or control what is learned.

Question 3

Cognitive Theory

Answer 3

Focuses on what is going on inside the students mind.

learning is not just a change in behavior, it is a change in the way a student thinks, understands, or feels.

Question 4

3 cognitive theorys

Answer 4

Information Process Theory

Constructivism Theory

Scenario-based training

Question 5

Information Processing Theory

Answer 5

Uses a computer system as a model for human learning.
A computer gets inputs from a keyboard,mouse, etc.
Where as the human brain gets inputs from the senses:
sight, hearing,touch,taste, and smell

Question 6

Constructivism Theory

Answer 6

Holds that the learner does not accrue knowledge and slils passively, but actively builds or construct them based on their experiences.
As implied by its name, constructivism emphasizes on building that goes on in a learners mind when he/she learns

Question 7

Scenrio- Based Training

Answer 7

Is a training system that uses “real world” scenarios to address flight-training objectives.
The instructors should adapt the scenarios to the acft, flight characteristics and flt environment.
The student should always make real-time decisions in realists settings.

Question 8

Characterics of Learning

Answer 8

Learning is purposeful

Learning is the result of an experience

Learning is multifaceted

Learning is an active process

Question 9

Learning is Purposful

Answer 9

One student may learn quickly and be able to completely present the assigned material.

A second student’s goals may only to be only comply with the instructors assignments and may result in only minim Prepration

Students learn from any activity that trends to further their goals.
Esch student sees a learning situation from a different view point

past experiences affect readiness to learn and understanding of the requirements involved

Question 10

Learning is the result of an experience

Answer 10

The Student can learn only from personal experiences.
A person’s knowledge is a result of an experience and no 2 people have had identical experiences.

if an experience challenges the student requires involvement with feelings, thoughts,memory of part of the experiences, and physical activity its more effective than a learning experience in which all students have is to commit something to memory

Question 11

Learning is multifacted

Answer 11

Students learn much more than expected if they fully Excerise their minds and feelings.
learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements and problem solving elements.

Question 12

Learning is an active process

Answer 12

Students do not soak up knowledge like a sponge absorbs water
The instructor cannot assume that students remember something just because they were in the classroom or acft when the information or material was presented, neither can the instructor assume the students can apply what they know because they can quote that correct answer verbatim.

Question 13

6 princepals of learning (laws of learning)

Answer 13

Readiness

Effect

Exercise

Primacy

Intensity

Recency

Question 14

Readiness

Answer 14

The Basic needs of the learner must be satisfied before he/she is ready to learn.
Instructors should communicate a clear set of goals.
Learning objectives to the students and relate each new topic to objectives
Readiness to learn also involves what is called the “teachable moments” of educational opportunity when a person is particularly responsive to being taugh something.
Teachable moments “

Question 15

Effect

Answer 15

Learning is strengthened when accompanied by pleasant or satisfying feelings and weakened when associated with unpleasant feelings. Experiences that produce feeling of defeat, and frustration, anger,confusion,or futility are unpleasant.
Positive training experiences are more apt to lead to sucess and motivative the learner

Question 16

Exercise

Answer 16

Connections are strengthened with practice and weakened when practice is discontinued which reflects the adage “use it or loose it”.
The learner needs to practice what has been learned in order to understand and remember the learning. Practice strengthens as the learning connection

Question 17

Primacey

Answer 17

States of being first, often creates a strong, almost unshakable impression.
The reason an instructor must teach correctly the first time and the student must learn correctly the first time, relearning is more diffcult than the initial learning

Question 18

Intensity

Answer 18

Immediate, exciting, and dramatic learning connected to a real situation teaches a learner more than a routine or boring experience.
That integrate procedure and tasks the learner is capable or learning make a vivid impression and he/she is least likely to forget the experience

Question 19

Recency

Answer 19

Principle or recency states things most recency learned are best remembered the instructor repeats, restates, and reemphasizes, important points at the end of a lesson to help the learner remember them

Question 20

4 levels of learning

Answer 20

Rote

Understanding

Application

Correlation

Question 21

Rote learning

Answer 21

Basic level of learning in which the student has to repeat back something learned, with no understanding or ability to apply what was learned

Question 22

Understanding

Answer 22

Understanding is a basic level of learning which a student comprehends or grasps the nature or meaning of something the comprehesion or understanding level puts 2 or more concepts together and uses verbs such as describes, estimated, or explain

Question 23

Application

Answer 23

Application is a basic level of learning at which the student puts something to use that has been learned and understood.
The Application level puts 2 or more concepts together to form something new

Question 24

Correlation

Answer 24

The correlation level of learning which should be the objective of aviation instruction is where the student can associate what has been learned, understood and applied with previous subsequent learning

Question 25

Learning physical skills

Answer 25

Psychomotor domain is skill based and includes physical movement, coronation,and use or the motor skill area.
The practice instruction levels for aviation training purposes includes observation,imitation,practice and habit

Question 26

4 physical skills

Answer 26

Observation

Imitation

Practice

Habit

Question 27

Observation

Answer 27

At the first level, the learner observes a more experienced person perform the skill.
The instructor has observed sequences and relationships that lead to the finished product.
Can be supplemented by reading,watching dvd, or CBT

Question 28

Imitaion

Answer 28

The second level is imitation in which the learner attempts to copy the skill under the watchful eye of the instructor

Question 29

Practice

Answer 29

The practice level is proficiency the building expereince in which the learner tries a spefice activity over and over

Question 30

Habit

Answer 30

The Habit level is reached when the student can perform the skill in twice the amount of time that it takes the instructor or expert to perform the evaluation or ability is performance or skill test
If a person continues to perform a skill it will become skill performed at the expert level

Question 31

3 Thpys of memory

Answer 31

Sensory memory

Short term memory

Long term memory

Question 32

Sensory memory

Answer 32

Sensory memory is the part of the memory system that receives initial stimuli from the environment and process them according to the individuals preconceived concept of what information is more likely to make an impression

Question 33

Short-term memory

Answer 33

Short-term memory is the part of the memory system where information is stored for about 30 seconds after which it may rapidly fade or be consolidated into long-term memory depending on the individuals priorities.
Several common steps help retention in STM to include rehearsal, repletion of the info and sorting or categorization. It is also has a limited capacity and limited time, storing 7 bits or chunks of info

Question 34

Long-term memory

Answer 34

Long term memory is relativity permanent storage of unlimited info and it is possible for memories to remain there for a life time.
Info that passes from STM to LTM typically has some significance attached to it.
Instructors must consciously look for ways to make training relevant and meaningful enough for the learner to transfer new info to LTM

Question 35

Forgeting

Answer 35

Forgetting which refers to loss of memory typically involves a failure in memory retrieval
Forgetting information does not mean it is gone forever, sometimes it is still there,just inaccessible

Question 36

4 therioes of forgetting

Answer 36

Retrieval failure

Fading

Interference

Repression or Suppression

Question 37

Retrival faulire

Answer 37

Simply the inability to retrieve info that “tip of the tongue” phenomenon when a person knows the meaning of a word, or the answer to a question but cannot retrieve it

Question 38

Fading

Answer 38

The theory of fading or decay suggests that a person will forget info that is not used for an extended period of time

Question 39

Interference

Answer 39

Interference theory suggests that a person will forget something because a certain experience has overshadowed it, or that of similar things has intervened

Question 40

Repression and supperssion

Answer 40

Freudian psychology advances the view that some forgetting is caused by repression and suppression. In repression and suppression, a memory is pushed out of reach because the individual does not want to remember the feelings associated with it. Repression is subconscious and suppression is unconscious

Question 41

Retertion of learning ( 4 ways)

Answer 41

Praise stimulates remembering

Recall is promoted by association

Favorable attitudes aid retention

Learning with all senses is most effective

Meaningful repetition aids recall

Mnemonics