Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CFI > FOI > Flashcards

FOI Flashcards

1
Q

Maslows Hierarchy of Needs

A

Physiological- biological needs
Security- keeping oneself from harm
Belonging- overcoming feelings of lonliness. need to have friends
Esteem- feeling good about oneself
Self-Actualization- doing what you were born to do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Defense Mechanisms

A

DR FDR CPR

Denial- refusing to accept reality

Repression- uncomfortable thoughts are pushed away

Fantasy- daydreaming about how things should be

Displacement- complaining about a problem to someone other than the source

Reaction Formation- i dont care what ppl think about me attitude

Compensation- emphasizing a strength and pushing away a weakness

Projection- putting the blame on someone else

Rationalization- justifying actions or making excuses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Anxiety?

A

feeling of worry, nervousness, or unease about something that is going to happen typically with an uncertain outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Reactions to Stress

A

Normal- respond rapidly and exactly within limits of experience and training

Abnormal-random or illogical. laughter or singing, severe anger, or mood changes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is Learning?

A
  • change in behavior of the learner as a result of experience
  • aquiring knowledge or skill
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Learning Theorys

A

Behaviorism- carrot and stick

Cognitive Theory- focuses on whats going on in the brain

Constructivism- aquire knowledge by constructing based on experiences

Information Processing Theory- brain like a computer. processes, stores, and retrieves info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

High Order Thinking Skills

A

aeronautical decision making

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Scenario-Based Training

A

real world scenarios to address objectives in an operational environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Perceptions

A

sight, hearing, touch, smell, and taste

person giving meaning to sensations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Factors That Affect Perception

A

G-STEP

Goals and Values- ppl see things different depending on their goals and values

Self-Concept- students with a postitive self-concept remain receptive

Time and Opportunity- need the right time and opportunity to percieve

Element of Threat- fear narrows perceptual field

Physical Organism- human body has senses/problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is Insight?

A

grouping of perceptions into meaningful wholes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How do you Aquire Knowledge?

A

MUC

Memorization- memorizing steps in a procedure

Understanding- ability to notice similarities and make associations between facts and steps learned

Concept Learning- humans group things that share major attributes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Thorndike Laws of Learning

A

REEPIR

Readiness- basic needs must be met first and student must want to learn

Effect- responses to a situation that are followed by satisfation are strengthened; discomfort are weakened

Exercise- use it or lose it

Primacy- teach it the right way first. unshakable impression

Intensity- learn better when situation is intense or exciting

Recency- recently learned is best remembered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Domains of Learning

A

CAP

Cognitive- thinking

Affective- feeling

Psychomotor- doing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Levels of Learning

A

RUAC

Rote- repeating back something that was learned but not understood

Understanding- grasp the nature or meaning of something

Application- putting something to use that has been learned and understood

Correlation- associating what has been learned with previous knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Characteristics of Learning

A

PRAM

Learning is Purposeful- students see learning from a different viewpoint

Learning is a Result of Experience- can only learn from personal experiences

Learning is an Active Process- students do not soak up knowlege like a sponge. just because they were told once does not mean they will remember

Learning is Multifaceted- while learning the subject students may also be learning other things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Aquiring Skill Stages

A

Cognitive Stage- factual knowledge

Associative Stage- practice is necessary to learn coordination

Automatic Response Stage- performance is rapid and smooth and person is able to do other things at same time. shooting ILS and talking on the radios

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Learning Plateau

A

leveling off where proficiency does not move then sharply increases again

normal and instructors should move to a different part of the curriculum to overcome and inform students of them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Types of Practice

A

Deliberate- practices specific areas for improvement and recieves specific feedback after practice

Blocked- practicing the same drill until the movement becomes automatic

Random- mixes up the skills to be acquired throughout the practice session. random order of maneuvers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Multitasking

A

Attention Switching- switching back and forth between two or more tasks

Simultaneous Performance- performing several tasks at once. turning and adding back pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Errors

A

Slip- person plans to do one thing but then inadvertently does something else

Mistake- person plans to do the wrong thing and is sucessful

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is Motivation?

A

the reason one acts or behaves in a certain way and lies at the heart of goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

How to Maintain Motivation

A

Reward Sucess and Present New Challenges

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Memory Systems

A

Sensory Register- quick scan for importance and precoding

Short-Term- coding, rehearsal, and recoding

Long-Term- process, store, and recall (reconstruction)

25
Q

Reasons For Forgetting

A

FIRR

Fading- person forgets info that is not used for a period of time

Interference- ppl forget something because a certain situation has overshadowed it

Repression- memory pushed away because person does not want to remember it

Retrieval Failure- inability to retrieve info. tip of the tongue

26
Q

Retention of Learning

A

RAPS MF

Repitition- more times a person hears something they gain a clearer more accurate perception

Association- info that is associated with something to be learned will be remembered

Praise- responses that get a pleasurable return are repeated

Senses- learning with more that one sense is more effective

Mnemonics- pattern of letters or ideas that assist in remembering info

Favorable Attitudes- ppl learn what they want to learn

27
Q

Basic Elements of Communication

A

Source- speaker
Symbols- words
Receiver- listener

28
Q

Barriers to Effective Communication

A

COIL

Confusion Between the Symbol and the Symbolized Object- word is confused with what it is meant to represent

Overuse of Abstractions- too many general rather than specific words

Interference- physiological (hearing loss), psychological (stress), environmental (outside noise)

Lack of Common Experience- pilot talking to a non-pilot

29
Q

Developing Communication Skills

A

Role Playing- learner performs a particular role

Instructional Communication- procedure explained and desired student response has occured

Listening- instructors should be good listeners

Questioning- good questioning can tell instructor how much student understands what has been taught

Instructional Enhancement- instructors never stop learning

30
Q

What is Teaching?

A

to instruct or train someone

31
Q

Essential Teaching Skills

A

MAPS

Management Skills- ability to plan, organize, lead, and supervise

Assessment Skills- testing student to see what has been learned and how well you are teaching

People Skills- ability to interact, talk, understand, empathize, and connect with people

Subject Matter Expertise- must possess a high level of knowledge or skill

32
Q

Performance Based Objectives

A

Description of Skill or Behavior- desired outcome

Conditions- rules under which skill is demonstrated

Criteria- standards that must be met

33
Q

Organization of Material

A

IDC

Introduction- sets stage for whats to come

   AMO

   Attention- focus students
   Motivation- reasons why lesson is important
   Overview- tells what is to be covered during

Development- develops subject matter to meed desired learning outcome

   Past to Present
   Simple to Complex
   Known to Unknown
   Most Frequently Used to Least Used

Conclusion- retraces important elements and relates them to objective

34
Q

Training Delivery Methods

A

Lecture Method- instructor delivers method to more or less silent participants

   Formal- people sit and listen
   Informal- includes active student participation

Discussion Method- short lecture followed by instructor-student or student-student discussion

Guided Discussion- instructor acts as facilitator with a lot of student participation. relies on previous knowledge

35
Q

Problem Based Learning

A

constructed problem with no single solution

36
Q

Methods to Learn

A

Electronic Learning- electronic component where user controls pace

Group Learning- small groups who work together to maximize their own and each other’s learning

Demonstration Performance- students observe a skill then try and reproduce it

Drill and Practice- promotes learning through repitition

37
Q

Instructional Aids

A

devices that assist the instructor in the teaching-learning process

chalk board, supp. print material, video, model plane, etc.

38
Q

Characteristics of Effective Assesment

A

FAT COCOS

Flexible- must evaluate student in context in which it was accomplished

Acceptable- student must accept instructor to accept assessment

Thoughtful- must be honest but respect students personal feelings

Comprehensive- cover what the instructor feel he needs to cover

Objective- should not reflect personal feelings of like or dislike of a student

Constructive- wrongs should be explained with positive guidance for correction

Organized-

Specific- students should know exactly what recommendations are

39
Q

Characteristics of Good Written Assessment

A

CROUD V

Comprehensive- test measures all objectives

Reliable- test results are consistent

Objective- doesnt matter who grades the test it will be same grade

Usable- should be easy to take

Discriminatory- should distinguish differences in students

Valid- measures what is supposed to measure

40
Q

Critiques

A 
Instructor/Student
Student-Led
Small Group
Individual Student Critique by Another Student
Self-Critique
Written Critique
41
Q

Effective Questions

A
  • apply to subject matter
  • brief and concise
  • adapted to ability of student
  • center on one idea (who, what, when, etc. not combination
  • present a challenge
42
Q

Questions to Avoid

A 
Puzzle
Oversize
Toss-Up
Bewilderment
Trick Questions
Irrelevant Questions
43
Q

What is a Lesson Plan

A

organized outline for a single instructional period

44
Q

Characteristics of a Well-Planned Lesson

A

PURFICS

Practicality- planned in terms of the conditions which the training is conducted

Unity- lessons should have same characteristics

Relation to Course of Training- should be clear to student

Flexibility- subject to change depending on circumstances

Instructional Steps- 4 steps. prepartation, presentation, application, review and evaluation

Content- should contain new material that relate to previous material

Scope- neither too much or too little material should be presented

45
Q

Responsibilities of Instructors

A

PHEED

Provide Adequate Instruction- no two students are the same

Help Students Learn- make it an enjoyable experience

Emphasize the Positive- give a positive image of aviation

Ensure Safety

Demand Adequate Standards- responsible for ultimately meeting the PTS

46
Q

Minimize Student Frustrations

A

GAME ICC

Give credit when credit is due- notice good behavior

Approach Students as Individuals- nobody is the same

Motivate Students- make students want to learn

Errors by the instructor should be admitted

Inform Students of their Progress- tell them what is expected and what to expect

Criticize Constructively- explain mistakes and failures

Consistentcy is Key- if it is acceptable one day it should be accepted every day

47
Q

Professionalism

A

SPALD

Sincerity- straightforward and honest

Personal Appearance and Habits- neat, clean, and appropriately dressed

Acceptance of the Student- accept students as they are including all faults and problems

Language- do not use profanity and obscene language

Demeanor- good attitude and behavior

48
Q

Obstacles To Learning

A

PAAW IF

Physical discomfort, illness, fatigue, and dehydration

Anxiety

Apathy due to inadequate instruction

Worry or lack on interest

Impatience to proceed to more interesting operations

Feeling of unfair treatment

49
Q

Demonstration-Performance Training Phases

A

Explanation Phase- discussion of objectives and completion standards

Demonstration Phase- instructor shows actions necessary to perform skill

Student Performance Phase- student does and instructor supervises

Evaluation Phase-advises the student of the progress made toward objectives

50
Q

Telling and Doing Technique

A

Instructor Tells - Instructor Does

Student Tells - Instructor Does

Student Tells - Student Does

51
Q

Integrated Flight Instruction

A

students are taught to do maneuvers both by outside visual reference and reference to the flight instruments

52
Q

Aeronautical Decision Making

A

systematic approach to the mental process to consistently determine the best course of action in response to a given set of circumstances

53
Q

Hazardous Attitudes

A

Anti-Authority- follow the rules

Invulnerability- in could happen to me

Impulsivity- not so fast think first

Macho- taking chances is foolish

Resignation- im not helpless. i can make a difference

54
Q

Types of Resources

A

Internal- found in the flight deck

External- atc, flight service, dispatch

55
Q

IM SAFE Checklist

A 
Illness
Medication
Stress
Alcohol
Fatigue
Eating
56
Q

PAVE Checklist for Mitigating Risk

A

PIC- am i ready for this trip?

Aircraft- am i familiar and current? aircraft capable of trip?

EnVironment- weather and airport environment

External Pressures- things pushing you to fly

57
Q

Three-P Model for Pilots

A

Percieve- the given set of circumstances

Process- impact of those circumstances on safety

Perform- implement best course of action

58
Q

5P Check

A

Plan- mission or task

Plane- familiar with and current mx

Pilot- IMSAFE

Passengers- may not understand level of risk involved with a flight

Programming- advanced avionics

CFI (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions