Learning
Change in behavior as a result of experience
Learning Theory
[BICC]
- Behaviorism (explains behavior from observable and measurable responses to stimuli)
- Information processing theory (uses a computer system as a model for human learning)
- Cognitive theory (focuses on what’s going on inside the mind)
- Constructivism (learner actively builds)
Perceptions
- Where all learning comes from, using the five senses
- The more senses, the better the learning
Types of Perceptions and Insight
[GSTEP]
- Goals and values
- Self-concept
- Time and opportunity
- Element of threat
- Physical organism
Insights
- Grouping perceptions into meaningful wholes
- Learners develop insights by assembling perceptions into larger blocks of knowledge
Acquiring Knowledge
[MUC]
- Memorization
- Understanding
- Concept learning
The Laws of Learning
[REEPIR]
- Readiness
- Exercise
- Effect
- Primacy
- Intensity
- Recency
Domains of Learning
[CAP]
- Cognitive (thinking)
- Affective (feeling)
- Psychomotor (doing)
Types of Cognitive Learning
[RUAC]
- Rote (memorization)
- Understanding (understands principles and theory behind knowledge)
- Application (understands theory and apply what has been learned)
- Correlation (associates learned elements with other segments of learning)
Types of Affective Learning
[ARVOI]
- Awareness (learner is open to learning/training and willing to listen to the instructor)
- Response (learner responds by actively participating)
- Value (determines values of training)
- Organization
- Integration
Types of Psychomotor Learning
[HIPO]
- Habit
- Imitation
- Practice
- Observation
Characteristics of Learning
[PEAM]
- Purposeful (clear purpose/goal)
- Experience (learn through individual experience)
- Active process (learners must actively react and respond
- Multifaceted (incidental learning)
Acquiring Skill Knowledge
[CAA]
- Cognitive stage (learner memorized step to a skill)
- Association stage (practices skill, now assess and make changes in performance)
- Automatic response stage (learner performance is rapid and smooth)
Types of Practice
[DBR]
- Deliberate
- Blocked
- Random
Scenario Based Training
[HIC]
- Has a clear set of objectives
- Is tailored to the needs of the learner
- Capitalizes on the subtle differences of the local environment
Types of Errors
Slip - Plans to do one thing, but inadvertently does something else
Mistakes - When a person plans to do the wrong thing and is successful
How to Reduce Error
[DRCULT]
- Developing routines (use standardized procedures)
- Raising awareness (beware of out of the ordinary situation)
- Check for errors (actively looking for errors)
- Using reminders (checklist, heading bugs, altitude alerts)
- Learning and practicing (higher knowledge and skill leads to lower frequency and magnitude of error)
- Taking time and don’t rush (performing at a faster or unfamiliar pace can increase the likelihood of error)
Memory and Forgetting
[SSL]
- Sensory (receives input from the five senses)
- Short-term memory (received from sensory register)
- Long-term memory (information stored for future use)
Forgetting
[RIFRS]
- Retrieval failure (inability to retrieve information)
- Interference (new experience overshadows previous experience)
- Fading (forgetting something over time)
- Repression
- Suppression
Retention of Learning
[MRLAMP]
- Meaningful repetition aids recall
- Recall is prompted by association
- Learning with all senses is most effective
- Attitudes that are favorable to aid retention
- Mnemonics
- Praise stimulates recall
Mnemonics
[AARC]
- Acronyms
- Acrostics
- Rhymes
- Chaining
Transfer of Learning
Positive transfer - past knowledge assists new learning
Negative transfer - past knowledge confuses from new learning
