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Flight Instructor > FOI Task B The Learning Process > Flashcards

FOI Task B The Learning Process Flashcards

1
Q

Learning Theory

A

A body of principles used to explain how people acquire skills, knowledge, and attitudes.

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2
Q

BICC

A

Behaviorism
Information Processing Theory
Cognitive Theory
Constructivism

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3
Q

Behaviorism

A

Stresses the importance of having particular behavior reinforced, to shape or control what is learned

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4
Q

Cognitive Theory

A

Focuses on what is going on inside the students mind

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5
Q

Constructivism

A

Learning is the result of the student matching new information against preexisting
information and integrating it into meaningful connections

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6
Q

Definition of Perceptions & Insight

A

Initially all learning comes from perceptions which come from the senses; the learner then gives
meaning to the senses

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7
Q

GSTEP

A 
Goals & Value
Self Concept
Time & Opportunity 
Element of Threat
Physical Organism
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8
Q

Goals & Values

A

Understand the students values and tailor teaching to those values

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9
Q

Self Concept

A
  • Self-image has a great influence on perception
    • A positive self-image allows the student to remain open to new experiences
    • A negative self-image has a negative effect on learning
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10
Q

Time & Opportunity

A

Proper sequence and time are necessary for learning

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11
Q

Element of Threat

A

Threat does not promote effective learning

• Attention is limited to threatening object/idea

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12
Q

Physical Organism

A

Provides the body for sensing the world around them

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13
Q

Acquiring Knowledge (MUC)

A

Memorization
Understanding
Concept Learning

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14
Q

Memorization

A

First attempt to acquire knowledge

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15
Q

Understanding

A

The student begins to organize knowledge in useful ways and a collection of memorized facts gives
way to understanding

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16
Q

Concept Learning

A

By grouping information into concepts, we create manageable categories

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17
Q

Definition of The Laws of Learning

A

Laws of learning provide additional insight into what makes people learn most effectively

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18
Q

REEPIR

A 
Readiness
Exercise
Effect
Primacy
Intensity
Recency
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19
Q

Readiness

A

The basic needs of the student need to be met to be capable of learning

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20
Q

Exercise

A

Connections are strengthened with practice and weakened without it
(“Use it or Lose it”)

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21
Q

Effect

A

Behaviors the lead to satisfying outcomes are likely to be repeated, whereas behaviors that lead to
undesired outcomes are less likely to recur

22
Q

Primacy

A

What is learned first, often creates a strong, almost unshakable impression

23
Q

Intensity

A

A vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience

24
Q

Recency

A

Things most recently learned are best remembered

25
Q

Characteristics of Learning (PEAM)

A

Purposeful
Experience
Active Process
Multi-Faceted

26
Q

Purposeful

A

In the process of learning, the students goals are the most important factor

27
Q

Experience

A

Learning is an individual process and the student can learn only from personal experiences
- Learn by doing

28
Q

Active Process

A

Constantly Engage the student
- The instructor cannot assume that students remember something just because they were there
when the material was presented

29
Q

Multi-Faceted

A

Students learn much more than expected if they fully exercise their minds and feelings

30
Q

Acquiring Skill Knowledge

A

knowledge reflected in motor or manual skills and in cognitive or mental skills, that
manifests itself in the doing of something (for example, riding a bike)

31
Q

Stages of Acquiring Skill Knowledge (CAA)

A

Cognitive Stage - Memorizing the steps to a skill
Associative Stage - Practice begins to store the skill
Automatic Response - Through practice, the skill becomes automatic

32
Q

Domains of Learning (CAP)

A

Cognitive Domain
Affective Domain
Psychomotor Domain

33
Q

Cognitive Domain (RUAC)

A

Rote
Understanding
Application
Correlation

34
Q

Affective Domain (ARVOI)

A 
Awareness
Response
Value
Organizing
Integration
35
Q

Psychomotor Domain (OIPH)

A

Observation
Imitation
Practice
Habit

36
Q

Scenario Based Training (HIC)

A

Has clear objectives
Is tailored to the student
Capitalizes on local environment

37
Q

Reducing Errors (DRCULT)

A 
Develop Routine 
Raising Awareness
Checking for errors
Use reminders
Learning & Practice
Taking your time
38
Q

Errors

A

Slip - A person plans to do one thing but inadvertently does something else
Mistake - A person plans to do the wrong thing and succeeds

39
Q

Memory (SSL)

A

Short Term
Sensory
Long Term

40
Q

Short Term Memory

A

Information is stored for roughly 30 seconds

41
Q

Sensory Memory

A

Receives stimuli from the environment and quickly processes it according to a preconceived concept
of what is important

42
Q

Long Term Memory

A

Relatively permanent storage of unlimited information

43
Q

Forgetting (FIRS)

A

Fading
Interference
Retrieval failure
Suppression or Repression

44
Q

Fading

A

Suggests that information that is not used for a period of time is forgotten

45
Q

Interference

A

We forget things because an experience has overshadowed it, or the learning of
similar things has intervened

46
Q

Retrieval failure

A

Inability to retrieve the information

47
Q

Suppression or Repression

A

A memory is pushed out because the individual does not want to
remember the feelings associated with it

48
Q

Retention of Learning

A

The instructor needs to make certain that the students learning is readily available for recall

49
Q

Retention of Learning (MRLAMP)

A 
Meaningful Repetition Aids Recall
Recall is Promoted by Association
Learning with all our Senses is most Effective
Attitudes will Aid Retention
Mnemonics
Praise stimulates recall
50
Q

Transfer of Learning

A

Positive Transfer - Learning skill A helps to learn skill B (slow flight and short field landings)
Negative Transfer - Learning skill A hinders learning of skill B (landing an airplane vs a helicopter)

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