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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
Laws of Learning: Intensity
Make the learning exciting and “real” or dramatic.
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Laws of Learning: Recency
What you last did is better remembered.
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Domains Of Learning: (CAP)
Cognitive Affective Domain Psychomotor Domain
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Domains Of Learning: Cognitive
A grouping of levels learned associated with mental activity. * Thinking
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Domains Of Learning: Affective
Addresses a learner's emotions toward the learning experience.  Being open and willing to learn. * Feeling
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Domains Of Learning: Psychomotor
Skill based and includes physical movement, imitation, practice, and habits.  Example Flying a precision approach. * Doing
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Cognitive Domain: Six Levels
``` Knowledge Comprehension Application Analysis Synthesis Evaluation ```
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Cognitive Domain: Knowledge
Remembering information
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Cognitive Domain: Comprehension
Understanding information
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Cognitive Domain: Application
Using abstractions in situations
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Cognitive Domain: Analysis
Breaking down into parts
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Cognitive Domain: Synthesis
Putting parts together to make a new whole
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Cognitive Domain: Evaluation
Make judgments about ideas
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Affective Domain: Five Levels | COVRR
``` Receiving Responding Valuing Organization Characterization ```
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Affective Domain: Receiving
Willing to attention
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Affective Domain: Responding
Reacts voluntarily or complies
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Affective Domain: Valuing
Appreciate follow, join, justify, show concern, or share
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Affective Domain: Organization
Rearrangement of value system
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Affective Domain: Characterization
Incorporates value into life
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Psychomotor Domain: 7 educational Levels
``` Perception Set Guided Response Mechanism Complex Overt Response Adaption Origination ```
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Psychomotor Domain: 7 educational Levels: Perception
Awareness of sensory stimulus
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Psychomotor Domain: 7 educational Levels: Set
relates to cues or known
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Psychomotor Domain: 7 educational Levels: Guided Response
Performs as demonstrated
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Psychomotor Domain: 7 educational Levels: Mechanism
Performs simple acts well
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Psychomotor Domain: 7 educational Levels: Complex Overt Response
Skillfully performance complex acts
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Psychomotor Domain: 7 educational Levels: Adaption
Modifies for special problems
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Psychomotor Domain: 7 educational Levels: Origination
New Movement Patterns
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Psychomotor Domain: 4 Instructional Levels
Observation Imitation Practice Habit
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Psychomotor Domain: 4 Instructional Levels: Observation
Learner observes more experienced person perform skill
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Psychomotor Domain: 4 Instructional Levels: Imitation
Learner attempts to copy
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Psychomotor Domain: 4 Instructional Levels: Practice
Learner repeatedly tries
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Psychomotor Domain: 4 Instructional Levels: Habit
Learner can perform in twice the time
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Characteristics of Learning: (PEAM)
Purposeful Experience Multifaceted Active Process
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Characteristics of Learning: Purposeful
students learn when they have a clear purpose. Students past experience affects their readiness to learn.
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Characteristics of Learning: Experience
Learning is an individual process from personal experiences.
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Characteristics of Learning: Multifaceted
Learning may include verbal, conceptual, perceptual, emotional, and problem solving elements.
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Characteristics of Learning: Active Process
To learn students must react and respond.  Students do not absorb knowledge like a sponge they must be involved in the learning process.
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Acquiring Skill Knowledge: (CAA)
Cognitive Associative Automatic Response
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Acquiring Skill Knowledge: Cognitive
Instructor introduces student to basic skills.  Student memorizes steps to perform.   At this stage performance usually requires all of the students attention.
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Acquiring Skill Knowledge: Associative
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.
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Acquiring Skill Knowledge: Automatic Response
Procedure becomes automatic.   | It is possible to multitask and less attention is required to perform a skill.
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Types of Practice: (DBR)
Deliberate Blocked Random
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Types of Practice: Deliberate
Aimed at particular goal.  Student practices specific areas for improvement and receives specific feedback. (More Broad)
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Types of Practice: Blocked
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)
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Types of Practice: Random
Mixing up practice skills perform skill in random order. Promotes better retention.
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Scenario Based Training:
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.
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Errors: Types
Slip | Mistake
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Errors: Slip
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.
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Errors: Mistake
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.
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Memory:
The ability of people to encode, store, and retrieve information.
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Memory three types:
Sensory (Sensory Register) Short Term Long Term
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Memory Type: Sensory (Sensory Register)
Receives and processes input from the environment according to the individual's preconceived concept of what is important.
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Memory Type: Short Term
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)
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Memory Type: Long Term
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's perceptions of the world and affect what info of the environment is noticed. Example: First Solo
79
Forgetting: Loss of memory, failure in memory retrieval. (FIRR/FIRRS)
``` Fading Interference Retrieval Failure Repression Suppression ```
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Forgetting: Loss of memory, failure in memory retrieval: Fading
A person forgets information that is not used for an extended period of time.
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Forgetting: Loss of memory, failure in memory retrieval: Interference
People forget because a certain experience has overshadowed it or the learning of similar things has interfered.
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Forgetting: Loss of memory, failure in memory retrieval: Retrieval Failure
Inability to retrieve information.   | Example: Tip of the tongue feeling.
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Forgetting: Loss of memory, failure in memory retrieval: Repression
A memory consciously is pushed out of reach because the individual does not want to remember the feeling associated with it.  
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Forgetting: Loss of memory, failure in memory retrieval: Suppression
A memory is unconsciously pushed out of reach because the individual does not want to remember the feeling associated with it.
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Retention of Learning: (PA FARM)
``` Praise Association Favorable Attitudes All Senses Repetition Mnemonics ```
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Retention of Learning: Praise
Stimulates remembering responses that give pleasurable returns tend to be repeated.
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Retention of Learning: Association
Information associated with something to be learned aids in recall.
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Retention of Learning: Favorable Attitudes
People learn and remember only what they wish to know, easier to remember something when motivated.
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Retention of Learning: All Senses
When using all senses a fuller understanding and greater chance of recall is achieved.
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Retention of Learning: Repetition
Meaningful repetition aids recall, but mere repetition does not guarantee retention.
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Retention of Learning: Mnemonics
Uses patterns, ideas, visual aids in help to remember information
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Transfer of Learning:
The ability to apply knowledge or procedures learned in one context to new context.
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Transfer of Learning: Positive
Past knowledge supports/Assists new learning | Example: Rectangular course assists with traffic
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Transfer of Learning: Negative
Past Knowledge confuses/detracts from new learning. | Example: Steering a car vs. airplane
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Basic Levels of Learning (RUAC):
``` Most flight instructors only teach to Application, it’s your goal as a flight instructor to teach to Correlation. Rote Understanding Application Correlation ```
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Basic Levels of Learning: Rote
Ability to repeat back what was learned but not necessarily understand it.
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Basic Levels of Learning: Understanding
Understand the meaning of something
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Basic Levels of Learning: Application
Putting something that has been learned and understood to use.
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Basic Levels of Learning: Correlation
Associating what has been learned with previous learning.

Abby FOI (7 decks)

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