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44 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Human Behavior? |
Product of factors that cause people to act in a predictable way. Also the result of a person’s attempt to satisfy certain needs |
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Basic human needs? |
Physiological, Security, Belonging, Self-esteem, Cognitive, Aesthetic, and Self-actualization |
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Defense Mechanism? |
Subconscious ego protecting reactions to unpleasant situationsd |
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8 common defense mechanisms? |
Repression, Denial, Compensation, Projection, Rationalization, Reaction formation, Fantasy, and Displacement |
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How can instructors help students counter their anxieties |
anxiety can be countered by reinforcing the student's enjoyment of flying & by teaching them to cope with their fears |
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Normal reactions to stress |
responds rapidly and exactly within the limits of their experience and training , thinks rationally, acts rapidly, and extremely sensitive to all aspects |
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Abnormal reactions to stress |
response to anxiety may be completely absent/ inadequate. response may be random or illogical |
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3 Basic Elements of Communication |
source, symbols, and receiver |
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3 characteristics that instructors must understand about their students before effective communication can take place |
abilities, attitudes, & experiences |
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Barriers to effective communication |
Confusion between the symbol & the symbolized object Overuse of abstractions Interference Lack of common experience |
COIL |
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How can flight instructors develop their instructional communication skills |
Role playing Instructional communication Listening Questioning Instructional enhancement |
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Better at listening to students |
don't interrupt or judge, think before answering, watch non verbal behavirs, concentrate |
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Learning theory? |
Body of principles that expain how people acquire skills, knowledge and attitudes |
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How can you tell if your student has learned what you taught |
a change in behavior |
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Behaviorism |
stresses the importance of reinforcing desired behaviors by someone other than the student to shape or control what is learned. |
the instructor provides the reinforcement |
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Cognitive theory |
focuses on what is going on inside the student's mind. |
it is more concerned with cognition (the process of thinking & learning) than with stimulus and response
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Perception |
when a person gives meaning to external stimuli or sensations. Meaning perception is influenced by an individual's experience and many other factors.
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Factors that affect perception |
Physical organism Goals & values Self - concept Time & opportunity Element of threat |
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How does a student acquire knowledge |
Memorization Understanding Application |
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Principles (laws) of learning |
Readiness Exercise Effect Primacy Intensity Recency |
REEPIR |
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3 domians of learning |
Cognitive (thinking) Affective (feelings) Psychomotor (doing) |
CAP |
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4 basic levels of learning |
Rote Understanding Application Correlation |
RUAC |
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Memory? |
ability of people to encode, store, and retrieve information |
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3 types of memory |
sensory memory short term memory long term memory |
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sensory memory |
receives & processes input from the environment according to the individual's pre-concceived concept of what is important |
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Short term memory |
info stored briefly for 30 seconds, after may rapidly fade |
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long term memory |
relatively permanent storage of unlimited info |
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insight? |
grouping of perceptions into meaningful wholes |
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how can an instructor ensure that a student develops insight during flight training? |
help the student understand how each piece relates to one another of the task being learned provide a secure & non threatening learning environment help the student acquire and maintain a favorable self concept |
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6 Major levels of the cognitive domain |
knowledge (least) - remember info comprehension - understanding & explaining info application - using abstractions in concrete situations analysis - breaking down a whole into component parts synthesis - putting parts together to form a new whole evaluation (most complex) - making judgements about ideas |
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5 levels of the affective domain |
Receiving - willing to pay attention. responding - reacts voluntarily. valuing - acceptance organization - rearrangement of value system characterization - incorporates value into life |
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7 levels of the psychomotor domain |
Perception - awareness of sensory stimulus set - relates cues/knows guided response - performs as demonstrated mechanism - performs simple acts well complex overt response - skillful performance of complex acts adaptation - modifies for special problems. origination - new movement patterns |
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4 levels of psychomotor domain |
observation - learner observes a more experience person perform the skill imitation - learner attempts to copy the skill practice - learner repeatedly tries a specific activity habit - learner can perform the skill in twice the time it takes an instructor to perform it |
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Basic characteristics of learning |
Purposeful Experience Multifaceted Active process |
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3 stages of acquiring skill knowledge |
cognitive associative automatic response stage |
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how does a student develop and become proficient in a skill |
Practice improves performance. |
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Likelihood of an event occurring can be classified into 4 categories |
Improbable - highly unlikely Remote - unlikely but possible Occasional - probably occur sometime Probable- occur several times |
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Severity of an event occurring can be classified into 4 categories |
Negligible- less than minor injury Marginal- minor injury Critical- severe injury Catastrophic- results in fatalities |
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Integrated flight instruction |
Students are taught to perform flight maneuvers by reference to both the flight instruments and outside visual reference |
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Different ways to assess piloting ability |
Review Collaborative assessment Written test Performance based test |
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Aeronautical decision making ADM |
Systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of circumstances |
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Risk management process |
Identifies operational hazards and takes reasonable measures to reduce risk |
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Risk management process |
Identifies operational hazards and takes reasonable measures to reduce risk |
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Single pilot resource management (SRM) |
Art and science of managing all resources available to a single pilot to ensure the successful outcome of the flight |
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