The Learning Process

Question 1

Reference for The Learning Process

Answer 1

FAA Aviation Instructor’s Handbook

Question 2

Define learning

Answer 2

A change in behavior as a result of an exsperience

Question 3

Learning Theory

Answer 3

Behaviorism:

Study of observable behavior (stimulus and response)
monkey skills

Cognitive Theory:

The mental process of learning, understanding why a student did something.
Used in teaching ADM

Question 4

Perceptions and insights

Answer 4

Perceptions:

Meaning given to sensations
The basis for all learning

Insights:

Mental grouping of perceptions into meaningful wholes
Leading students to insights is one of the instructors primary responsibilities and showing how each one relates to the other.

Question 5

Acquiring Knowledge

Answer 5

Memorizing (first step)

Understanding (notice similarities and make associations)

Concept Learning (form generalized concepts from particular facts or steps)

Question 6

The Laws of Learning (Thorndike)

Answer 6

Readiness

Effect

Exercise

Primacy

Intensity

Recency

Question 7

Domains of Learning

Answer 7

Cognitive (knowledge) Thinking

4 levels of learning:
Rote 
Understanding 
Application 
Correlation

Affective (attitude) feeling

Psychomotor (skills) doing

Question 8

Characteristics of learning

Answer 8

Learning is purposeful

Learning is a result of experience

Learning is multifaceted

Learning is an active process

Question 9

Learning styles

Answer 9

Left/Right brain

Holistic/Serialist Theory

Visual/auditory/kinesthetic learner‘s

Question 10

Acquiring skill knowledge

Answer 10

Knowledge reflected in motor or manual skills and in cognitive or mental skills that manifest itself in the doing of something.

Stages of skills:

Cognitive (memorize the steps)
Associative (practice and can make adjustments)
Automatic response (do without thinking about it)

Learning plateaus

Question 11

Types of practice

Answer 11

Deliberate:

Practice specific areas for improvement and receives specific feedback

Blocked:

Repetition until movement becomes automatic (short term good, long term bad)

Random:

Mix up skills to be acquired during practice (good for longterm retention)

Question 12

Scenario-based training

Answer 12

Realistic real world scenario

A good scenario:

Has a clear set of objectives

Is tailored to the needs of the student

Capitalizes on the nuances of the local environment

Question 13

Errors

Answer 13

Slip:

Plan to do one thing but do something else or don’t do anything

Mistakes:

Successfully do the wrong thing

Ways to prevent errors:

Taking your time
Checking for errors
Using reminders
Developing routines

Question 14

Memory and forgetting

Types of memory

Answer 14

Sensory memory:

Receive initial stimuli from the environment, only last for a few seconds

Short term memory:

Last roughly 3o sec and then fades away or goes to long-term memory

Long-term memory:

Permanent storage of unlimited information

A re-creation

Question 15

Memory and forgetting

Reasons for forgetting

Answer 15

Retrieval failure (poor encoding)

Fading (decay due to not being used)

Interference (Experienced overshadowed by something similar)

Repression (you subconsciously don’t want to recall)

Suppression (consciously do not want to recall)

Question 16

Retention and learning

Answer 16

Praise stimulates remembering

Recall is prompted by association

Favorable attitude aid in retention

Learning with all our senses is most effective

Meaningful repetition aids recall

Using mnemonics

Question 17

Transfer of learning

Answer 17

Ability to apply knowledge or procedures learned in one contexts
to new contexts.

All new learning is based upon previously learned experiences.

Near – closely related
Far – loosely related

Question 18

Characteristics of Learning

Answer 18

Learning is:

Purposeful