Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
79 Cards in this Set
- Front
- Back
|
a change in behavior as a result of experience can be defined as a. learning b. knowledge c. understanding |
a. learning |
|
|
the learning process may include some elements such as verbal, conceptual, and a. habitual b. experiential c. problem solving |
c. problem solving |
|
|
while learning the material being taught, students may be learning other things as well. this additional learning is called a. residual b. conceptual c. incidental |
c. incidental |
|
|
Individuals make more progress learning if they have a clear objective. this is one feature of the principle of a. primacy b. readiness c. willingness |
b. readiness |
|
|
Things most often repeated are best remembered because of which principle? a. Principle of effect b. Principle of recency c. Principle of exercise |
c. Principle of exercise |
|
|
providing opportunities for a student to practice and then directing this process towards a goal is the basis of the principle of a. exercise b. learning c. readine |
a. exercise |
|
|
the principle that is based on the emotional reaction of the learner is the principle of a. effect b. primacy c. intensity |
a. effect |
|
|
which principle of learning often creates a strong impression? a. Principle of primacy b. Principle of intensity c. Principle of readiness |
a. Principle of primacy |
|
|
which principle of learning implies that a student will learn more from the real thing than from a substitute? a. principle of effect b. principle of primacy c. principle of intensity |
c. principle of intensity |
|
|
which principle of learning often determines the sequence of lectures within a course of instruction? a. principle of primacy b. principle of recency c. principle of intensity |
b. principle of recency |
|
|
what is the basis of all learning? a. perception b. motivation c. positive self-concept |
a. perception |
|
|
perceptions result when a person a. gives meaning to sensations being experience b. is able to discern items of useful information c. responds to visual cues first, then aural cues, and relates these cues to ones previously learned |
a. gives meaning to sensations being experience |
|
|
a basic need that affects all of a person's perceptions is the need to a. maintain and enhance the organized self b. accomplish a higher level of satisfaction c. avoid areas that pose a threat to success |
a. maintain and enhance the organized self |
|
|
which factors affecting perception has a great influence on the total perceptional process? a. self-concept b. goals and values c. time and opportunity |
a. self-concept |
|
|
which factor affecting perceptions is based on the effectiveness of the use of property planned training syllabus? a. basic need b. time and opportunity c. goals and values |
b. time and opportunity |
|
|
in the learning process, fear of the element of threat will a. narrow the student's perceptual field b. decrease the rate of associative reactions c. cause a student to focus on several areas of perceptions |
a. narrow the student's perceptual field |
|
|
which is one of the ways in which anxiety will affect a student? a. anxiety may limit the student's ability to learn from perceptions b. anxiety will speed up the learning process for the student if properly controlled and directed by the instructor c. anxiety causes dispersal of the student's attention over such a wide range of matters as to interfere with normal reactions |
a. anxiety may limit the student's ability to learn from perceptions |
|
|
the mental grouping of affiliated perceptions is called a. insights b. association c. conceptualization |
a. insights |
|
|
insights, as applied to learning, involve a person's a. association of learning with change b. grouping of associated perceptions into meaningful wholes c. ability to recognize the reason for learning a procedure |
b. grouping of associated perceptions into meaningful wholes |
|
|
instruction, as opposed to the trail and error method of learning, is desirable because competent instruction speeds the learning process by a. motivating the student to a better performance b. emphasizing only the important points of training c. teaching the relationship of perceptions as they occur |
c. teaching the relationship of perceptions as they occur |
|
|
name one way an instructor can help develop student insights. a. provide a secure and nonthreatening environment in which to learn b. point out various items to avoid during the learning process c. keep learning blocks small so they are easier to understand |
a. provide a secure and nonthreatening environment in which to learn |
|
|
the Use or association of rhymes or word patterns to aid in remembering is called a. Acronyms b. mnemonics c. coding |
b. mnemonics |
|
|
which memory system processes input from the environment? a. working b. long-term c. sensory registry |
c. sensory registry |
|
|
while short-term memory is time-limited, it also has a capacity limit of a. usually 5 bits or chunks of information b. usually 7 bits or chunks of information c. usually 9 bits or chunks of information |
b. usually 7 bits or chunks of information |
|
|
the use of some type of association, such as rhymes or nmemonics is best suited to which memory system? a. short-term b. sensory c. long-term |
a. short-term |
|
|
how can recoding be described? a. the relating of incoming information to concepts of knowledge already in memory b. the initial storage of information in short-term memory c. the selective process where the sensory register is set to recognize certian stimuli |
a. the relating of incoming informantion to concepts of knowledge already in memory |
|
|
which of the following memory systems would be enhanced with practice and repetition? a. long-term b. short-term c. perception |
b. short-term |
|
|
which of the following statements about long term memory is true? a. long term memory is a reconstruction, not a pure recall of information of events b. long term memory is not subject to limitations such as time, biases, and, in many cases, personal inaccuracies c. initial encoding is not related to long term memory |
a. long term memory is a reconstruction, not a pure recall of information of events |
|
|
where is information for future use stored? a. short- term memory b. sensory register c. long-term memory |
c. long-term memory |
|
|
the selective process by which the sensory register discards and transmits certain stimuli to the working memory is called a. recoding b. coding c. precoding |
c. precoding |
|
|
the ability to retrieve knowledge or skills from memory is primarily related to a. absence of interference b. how often that knowledge has been used in the past c. the practice of "information chunking" |
b. how often that knowledge has been used in the past |
|
|
the phenomenon of information not used for an extended period of time becoming harder to recall is termed a. fading b. forgetting c. retrieval failure |
a. fading |
|
|
when a person has difficulty recalling facts after several years, this is known as a. repressing b. fading c. retrieval failure |
b. fading |
|
|
when the learning of similar things overshadows other learning experiences, it is called a. suppression b. correlation c. interference |
c. interference |
|
|
according to one theory, some forgetting is due to the practice of submerging an unpleasant experience into the subconscious. this is called a. blanking b. immersion c. repression |
c. repression |
|
|
responses that produce a pleasurable return are called a. reward b. praise c. positive feedback |
b. praise |
|
|
the act of consciously pushing a memory out of reach due to feelings associated with remembering it is a. avoidance b. suppression c. repression |
b. suppression |
|
|
when a new experience displaces memories or information that had been previously learned, it is called a. fading b. retrieval failure c. interference |
c. interference |
|
|
the performance of rectangular patterns helps a student fly traffic patterns. what type of learning is this? a. lateral b. positive c. deliberate |
b. positive |
|
|
which transfer of learning occurs when the performance of a maneuver interferes with the learning of another maneuver? a. adverse b. positive c. negative |
c. negative |
|
|
to ensure proper habits and correct techniques during training, an instructor should a. use the building block technique of instruction b. repeat subject matter the student has already learned c. introduce challenging material to continually motivate the student |
a. use the building block technique of instruction |
|
|
what level of knowledge is being tested if asked, "what is the maneuver speed of the aircraft listed in the owner's manual?" a. rote b. application c. understanding |
a. rote |
|
|
during the flight portion of a practical test, the examiner simulates complete loss of engine power by closing the throttle and announcing "simulated engine failure." what level of learning is being tested? a. application b. correlation c. understanding |
b. correlation |
|
|
once a student understands a procedure, has had procedure demonstrated, and has practiced the procedure until it can be performed with consistency, the student has demonstrated what level of learning? a. application b. rote c. duplication |
a. application |
|
|
at which level of learning do most instructors stop teaching? a. application b. correlation c. understanding |
a. application |
|
|
when asking a student to explain how gross weight affects maneuvering speed, what level of learning is being tested? a. application b. correlation c. understanding |
c. understanding |
|
|
commercially-developed test preparation material a. teaches higher-order thinking skills b. replaced instructor-led training c. places emphasis on rote learning rather than more advanced learning levels |
c. places emphasis on rote learning rather than more advanced learning levels |
|
|
a disadvantage of using commercially-developed test preparation material is that a. the emphasis is on correlation learning b. students may learn to pass a given test c. students often exhibit a lack of knowledge during oral questioning |
c. students often exhibit a lack of knowledge during oral questioning |
|
|
students who use test preparation materials in preparing for FAA tests may commit which of the following adverse actions? a. focusing on test-taking skills rather than critical information essential for safe piloting b. excelling in the oral exam portion of practical tests c. focusing on correlation level learning |
a. focusing on test-taking skills rather than critical information essential for safe piloting |
|
|
which domain of learning deals with knowledge? a. affective b. cognitive c. psychometer |
b. cognitive |
|
|
affective domain relates to a. physical skills b. knowledge c. attitudes, beliefs, and values |
c. attitudes, beliefs, and values |
|
|
the educational objective levels for the cognitive domain are a. receiving, responding, valuing, organization, and characterization b. perception, set, guided response mechanism, complex overt response, adaptation, and origination c. knowledge, comprehension, application, analysis, synthesis, and evaluation |
c. knowledge, comprehension, application, analysis, synthesis, and evaluation |
|
|
the list of the hierarchy of objectives is often referred to as a a. taxonomy b. skill c. domain |
a. taxonomy |
|
|
learning objectives can be sorted in a system known as a a. taxonomy b. database c. schema |
a. taxonomy |
|
|
the most complex outcome in the affective domain is a. organization b. characterization c. valuing |
b. characterization |
|
|
the least complex outcome in the psychomotor domain is a. adaptation b. mechanism c. perception |
c. perception |
|
|
which of the following domains relates a grouping of levels of learning associated with a person's attitudes? a. affective b. cognitive c. psychomotor |
a. affective |
|
|
an example of a skill involving the cognitive domain would be a. understanding how the flight controls should be positioned during a turn b. a positive reception for learning new skills c. performing a short-field approach and landing to PTS |
a. understanding how the flight controls should be positioned during a turn |
|
|
an example of a skill involving the psychomotor domain would be a. responsiveness to an instructor's demonstration of steep turns b. applying back pressure to maintain altitude during a steep turn c. correlating pitch control inputs during a medium-bank with those of a steep turn |
b. applying back pressure to maintain altitude during a steep turn |
|
|
which of the following would be an example of a skill involving the psychomotor domain? a. memorizing aircraft V-speeds b. computing takeoff distance over a 50ft obstacle c. programing a GPS receiver |
c. programing a GPS receiver |
|
|
an example of a skill involving the affective domain would be a. responding to an instructor's question b. recalling the information needed to answer an instructor's question c. practicing the conditions of an instructor's question to determine an answer |
a. responding to an instructor's question |
|
|
which domain of learning includes physical movement and coordination? a. affective b. cognitive c. psychomotor |
c. psychomotor |
|
|
the educational objective levels; receiving, responding, valuing, organization, and characterization; are a part of which domain of learning? a. psychomotor b. affective c. cognitive |
b. affective |
|
|
the educational objective level of the psychomotor domain at which a student's skill demonstrates new movement patterns and creativity is a. origination b. complex overt responce c. adaption |
a. origination |
|
|
the least complex outcome in the cognitive domain is a. synthesis b. knowledge c. comprehension |
b. knowledge |
|
|
the best way to prepare a student to perform a task is to a. explain the purpose of the task b. provide a clear, step-by-step example c. give the student an outline of the task |
b. provide a clear, step-by-step example |
|
|
during learning, a leveling-off plateau is a. normal and should be expected after an initial period of rapid improvement b. normal and can be overcome with more practice c. not normal and requires that the instructor reteach the lesson in a different format to ensure student learning and retention |
a. normal and should be expected after an initial period of rapid improvement |
|
|
a learning plateau may be defined as the a. point in the learning curve at which skill proficiency retrogresses b. normal leveling-off of an individual's learning rate c. achievement of the highest possible level of competence for a particular individual |
b. normal leveling-off of an individual's learning rate |
|
|
which is true concerning "learning plateaus"? a. learning plateaus are the direct result of poor instruction b. learning plateaus are a normal part of the learning process and tend to be temporary c. learning plateaus are caused by under-practice |
b. learning plateaus are a normal part of the learning process and tend to be temporary |
|
|
instructors can help students who arrive at a learning plateau by a. continuing practice to help the student move past it b. assuming that the plateau represents the student's maximum skill achievements c. moving the student to a different place in the curriculum |
c. moving the student to a different place in the curriculum |
|
|
the three stages of skill acquisiton are a. cognitive, associative, and automatic b. cognitive, understanding, and automatic c. cognitive, additional, and automatic
|
a. cognitive, associative, and automatic |
|
|
which stage of skill acquisition is characterized by the ability to perform a procedure rapidly and smoothly while devoting little deliberate attention to performance and simultaneously performing other tasks? a. cognitive stage b. associative stage c. automatic response state |
c. automatic response state |
|
|
which stage of skill acquisition may be characterized by student ability to assess personal progress and make adjustment in performance? a. cognitive stage b. associative stage c. automatic response stage |
b. associative stage |
|
|
distractions can be used as a valuable tool, but they should be avoided during a. deliberate practice b. blocked practice c. random practice |
a. deliberate practice |
|
|
if a student can fly an ILS while communicating with ATC at the same time, (s)he has reached which stage of still acquisition? a. associative stage b. automatic response stage c. psychomotor stage |
b. automatic response stage |
|
|
studies of skill learning suggest that a student achieves better results if distractions are avoided during what type of practice? a. deliberate practice b. blocked practice c. random practice |
a. deliberate practice |
|
|
what type of practice is repeating the same drill or doing the same task again and again until the movement becomes automatic? a. deliberate b. blocked c. random |
b. blocked |
|
|
which stage of skill acquisition may be characterized by performing memorized steps unaware of progress? a. cognitive stage b. associative stage c. automatic response stage |
a. cognitive stage |
|
|
distractions interjected by instructors during training may help a. students learn to ignore distractions b. students determine whether of not a distraction warrants further attention or action on their part c. students learn more effective multitasking techniques |
b. students determine whether of not a distraction warrants further attention or action on their part |
