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40 Cards in this Set

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the factor which contributes most to a student's failure to remain receptive to new experiences and which creates a tendency to reject additional training is


a. basic needs


b. element of threat


c. negative self-concept

c. negative self-concept

an instructor may foster the development of insights by


a. helping the student acquire and maintain a favorable self-concept


b. pointing out the attractive features of the activity to be learned


c. keeping the rate of learning consistent so that it is prodictable

a. helping the student acquire and maintain a favorable self-concept

what is an outcome of a student showing a favorable self-concept?


a. a more receptive attitude to experiences


b. failure to remain open to new learning experiences


c. a positive attitude on the part of the flight instructor

a. a more receptive attitude to experiences

which term denotes a favorable view of self?


a. insecure


b. unassured


c. confident

c. confident

defense mechanisms


a. are subject to the student's normal behavioral processes


b. are related to the conscious domain


c. involve some degee of self-deception and distortion of reality

c. involve some degee of self-deception and distortion of reality

although defense mechanisms can serve a useful purpose, they can


a. provide feelings of adequacy


b. alleviate the cause of problems


c. involve some degree of self-deception and distortion of reality

c. involve some degree of self-deception and distortion of reality

if an instructor has a student with a hidden fear of flying that inhibits learning, the student is most likely displaying which defense mechanism?


a. reaction formation


b. repression


c. projection

b. repression

when a student uses excuses to justify inadequate performance, it is an indication of the defense mechanism


a. flight


b. aggression


c. rationalization

c. rationalization

fantasy is a defense mechanism students use when they


a. want to escape from frustrating situations


b. cannot accept the real reasons for their behavior


c. place blame on someone or something other than themselves

a. want to escape from frustrating situations

students may display the defense mechanism called denial, which is revealed by the student's


a. hostility


b. attempts to minimize the situation


c. attempts at rationalization

b. attempts to minimize the situation

when students subconsciously use the defense mechanism called rationalization, they


a. use excuses to justify acceptable behavior


b. cannot accept the real reasons for their behavior


c. develop symptoms that give them excuses for removing themselves from frustration

b. cannot accept the real reasons for their behavior

when the student engages in daydreaming, it is the defense mechanism of


a. compensation


b. fantasy


c. denial

b. fantasy

when students display the defense mechanism called repression, they


a. refuse to accept reality


b. place uncomfortable thoughts into inaccessible areas of the unconscious mind


c. attempt to justify actions by asking numerous questions

b. place uncomfortable thoughts into inaccessible areas of the unconscious mind

when a student presents a belief opposite to what (s)he truly believes, it usually is an indication of the defense mechanism known as


a. fantasy


b. reaction formation


c. displacement

b. reaction formation

when a student attempts to disguise the presence of a weak or undesirable quality by emphasizing a more positive one, the defense mechanism is usually in the form of


a. projection


b. compensation


c. rationalization

b. compensation

a student pilot who fails a practical test and attributes the failure to an "unfair" evaluation by the examiner may be demonstrating a defense mechanism known as


a. rationalization


b. projection


c. denial

b. projection

when under stress, normal individuals usually react


a. by showing excellent morale followed by deep depression


b. by responding rapidly and exactly, often automatically, within the limits of their experience and training


c. inappropriately such as extreme overcooperation, painstaking self-control, and inappropriate laughing or singing

b. by responding rapidly and exactly, often automatically, within the limits of their experience and training

a student reacting abnormally to stress is most likely to display which of the following indications?


a. the student is using automatic responses


b. the student has a rapid and exacting response


c. the student is using inadequate, illogical, random responses of no response at all

c. the student is using inadequate, illogical, random responses of no response at all

which should most likely be an indication that a student is reacting abnormally to stress?


a. slow learning


b. inappropriate laughter or singing


c. automatic response to a given situation

b. inappropriate laughter or singing

one possible indication of a student's abnormal reaction to stress would be


a. a hesitancy to act


b. extreme overcooperation


c. a noticeable lack of self-control

b. extreme overcooperation

the instructor con counteract anxiety in a student by


a. treating the student's fears as a normal reaction


b. discontinuing instruction in tasks that cause anxiety


c. allowing the student to decide when he/she is ready for a new maneuver to be introduced

a. treating the student's fears as a normal reaction

which of the following is required to recover from chronic fatigue?


a. mitigating the underlying physiological and psychological causes


b. a break in instruction and practice


c. proper rest and time to "clear your thoughts"

a. mitigating the underlying physiological and psychological causes

the principal reason why fatigue is one of the most treacherous hazards of flight safety is that


a. fatigue can overtake even a physically robust person


b. it is usually impossible for a CFI to detect student fatigue early in a lesson


c. it may not be apparent to a pilot until serious errors are made

c. it may not be apparent to a pilot until serious errors are made

chronic fatigue


a. occurs when there is not enough time for a full recovery from repeated episodes of acute fatigue


b. is the tiredness felt after long periods of physical and mental strain and lack of sleep


c. impairs personal performance and ability but not pilot judgement

a. occurs when there is not enough time for a full recovery from repeated episodes of acute fatigue

chronic fatigue may best be described as a


a. combination of both physiological problems and psychological issues


b. cluster of specific symptoms such as errors in timing and neglect of secondary tasks


c. result of over-application of a learning task

a. combination of both physiological problems and psychological issues

chronic fatigue as a result of physiological and/or psychological issues may be evidenced by a student pilot's apparent


a. increase in knowledge and skill retention


b. need for sleep


c. acceptance of unwarranted risks


c. acceptance of unwarranted risks

acute fatigue symptoms may include


a. error accumulation, inattention, and distractibility


b. dizziness, weakness, nausea, tingling of hands and feet, abdominal cramps, and extreme thirst


c. unwarranted risk taking

a. error accumulation, inattention, and distractibility

a sign that a student may be experiencing acute fatigue is


a. acceptance of unwarranted risks


b. neglect of secondary tasks


c. increased attention to detail

b. neglect of secondary tasks

acute fatigue is


a. a function of physical robustness or mental acuity


b. a combination of both physiological problems and psychological issues


c. observable by performance deficiencies that are apparent to others before the individual notices any physical signs of fatigue

c. observable by performance deficiencies that are apparent to others before the individual notices any physical signs of fatigue

which of the following is a sign of acute fatigue?


a. error accumulation


b. nausea


c. acuteness of vision

a. error accumulation

acute fatigue may be evident by a student's apparent


a. desire to take unwarranted riskes


b. dizziness, weakness, and nausea


c. errors in timing

c. errors in timing

which would most likely be an indication that a student is reacting normally to stress?


a. slow learning


b. inappropriate laughter of singing


c. automatic response to a given situation

c. automatic response to a given situation

students who grow impatient when learning the basic elements of a task are those who


a. are less easily discouraged than the unaggressive students


b. should have the preliminary training presented one step at a time with clearly stated goals for each step


c. should be advanced to the next higher level of learning and not held back by insisting that the immediate goal be reached before they proceed to the next level

b. should have the preliminary training presented one step at a time with clearly stated goals for each step

which obstacle to learning is a greater deterrent to learning pilot skills than is generally recognized?


a. anxiety


b. impatience


c. physical discomfort

b. impatience

should an instructor be concerned about an apt student who makes very few mistakes?


a. no. some students have an innate, natural aptitude for flight


b. Yes. the student may assume that the correction of errors is unimportant


c. yes. the student will lose confidence in the instructor if the instructor does not invent deficiencies in the student's performance

b. Yes. the student may assume that the correction of errors is unimportant

what should an instructor do with a student who assumes that correction of errors in unimportant?


a. divide complex flight maneuvers into elements


b. try to reduce the student's overconfidence to reduce the chance of an accident


c. raise the standards of performance for each lesson, demanding greater effort

c. raise the standards of performance for each lesson, demanding greater effort

the overconfidence of fast learners should be corrected by


a. high praise when no errors are made


b. raising the standard of performance for each lesson


c. providing strong, negative evaluation at the end of each lesson

b. raising the standard of performance for each lesson

faulty performance due to student overconfidence should be corrected by


a. increasing the standard of performance for each lesson


b. praising the student only when the performance is perfect


c. providing strong, negative evaluation at the end of each lesson

a. increasing the standard of performance for each lesson

a method for correcting student impatience is for the instructor to


a. present the necessary preliminary training one step at a time, with clearly stated goals for each step


b. key the instruction to utilize the interests and enthusiasm students bring with them


c. avoid assigning impossible or unreasonable goals for the student to accomplish

a. present the necessary preliminary training one step at a time, with clearly stated goals for each step

what is an example of a student showing impatience?


a. a student not wanting to fly without an instructor on board


b. a student desiring to conduct a cross-country flight before the basic elements of flight have been learned


c. a student wishing to solo an aircraft

b. a student desiring to conduct a cross-country flight before the basic elements of flight have been learned