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CFI > FOI SU1: The Learning Process > Flashcards

FOI SU1: The Learning Process Flashcards

GLEIM

1
Q

A change in behavior as a result of experience can be defined as:
learning
knowledge
understanding

A

learning

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2
Q

The learning process may include some elements such as verbal, conceptual, and
habitual
experiential
problem solving

A

problem solving

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3
Q

while learning the material being taught, learner’s may be learning other things as well. This additional learning is called :

residual
conceptual
incidental

A

incidental

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4
Q

Individuals make more progress learning if they have a clear objective. This is one feature of the principle of:
primacy
readiness
willingness

A

readiness

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5
Q

things most often repeated are best remembered because of which principle of learning?

principle of effect
principle of recency
principle of exercise

A

principle of exercise

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6
Q

providing opportunities for a learner to practice and then directing this process towards a goal is the basis of the principal of:

exercise
learning
readiness

A

exercise

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7
Q

the principle that is based on the emotional reaction of the learner is the principle of:
effect
primacy
intensity

A

effect

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8
Q

which principle of learning often creates a strong impression?
principle of primacy
principle of intensity
principle of readiness

A

principle of primacy

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9
Q

which principle of learning implies that a learner will learn more from the real thing than from a substitute?
principle of effect
principle of primacy
principle of intensity

A

principle of intensity

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10
Q

which principle of learning often determines the sequence of lectures within a course of instruction?
principle of primacy
principle of recency
principle of intensity

A

principle of recency

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11
Q

what is the basics of all learning?
perception
motivation
positive self-concept

A

perception

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12
Q

perception result when a person
a. gives meaning to sensations being experienced
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 experienced

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13
Q

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

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14
Q

which factor affecting perception has a great influence on the total perceptual process:
self-concept
goals and values
time and opportunity

A

self-concept

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15
Q

which factor affecting perceptions is based on the effectiveness of the use of a properly planned training syllabus?
basic need
time and opportunity
goals and values

A

time and opportunity

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16
Q

in the learning process, fear or the element of threat will:
a. narrow the learners perceptual field
b. decrease the rate of associative reactions
c. cause a learner to focus on several areas of perception

A

narrow the learners perceptual field

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17
Q

which is one of the ways in which anxiety will affect a learner?
a. may limit the learners ability to learn from perceptions
b. will speed up the learning process for the learner if properly controlled and directed by the instructor
c. causes dispersal of the learner’s attention over such a wide range of matters as to interfere with normal reactions

A

anxiety may limit the learners ability to learn from perceptions

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18
Q

the mental grouping of affiliated perceptions is called:
insights
association
conceptualization

A

insights

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19
Q

infights, 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

A

grouping of associated perceptions into meaningful wholes

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20
Q

instruction, as opposed to the trail and error method of learning, is desirable because competent instruction speeds the learning process by:
a. motivating the learner to a better performance
b. emphasizing only the important points of training
c. teaching the relation of perceptions as they occur

A

teaching the relation of perceptions as they occur

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21
Q

name one way an instructor can help develop learner insight:
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

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22
Q

the phenomenon of information not used for an extended period of time becoming harder to recall is termed:
fading
forgetting
retrieval failure

A

fading

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23
Q

when a person has difficulty recalling facts after several years, this is known as:
repression
fading
retrieval failure

A

fading

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24
Q

when the learning of similar things overshadows other learning experiences, it is called:
suppression
correlation
interference

A

interference

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25
Q

according to one theory, some forgetting is due to the unconscious practice of submerging an unpleasant experience into the subconscious. this is called:
suppression
immersion
repression

A

repression

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26
Q

responses that produce a pleasurable return are called
a. reward
b. praise
c. positive feedback

A

praise

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27
Q

the act of consciously pushing a memory out of reach due to feelings associated with remembering it is:
a. avoidance
b. suppression
c. repression

A

suppression

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28
Q

when a new experience displaces memories or information that had been previously learned, it is called:
a. fading
b. retrieval failure
c. interference

A

interference

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29
Q

the performance of rectangular pattern helps a learner fly traffic patters. what type transfer of learning is this?
lateral
positive
deliberate

A

positive

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30
Q

which transfer of learning occurs when the performance of a maneuver interferes with the learning of another maneuver?
adverse
positive
negative

A

negative

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31
Q

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 learner has already learned
c. introduce challenging material to continually motivate the learner

A

use the building block technique of instruction

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32
Q

the use or association of rhymes or word patterns to aid in remembering is called:
a. acronyms
b. mnemonics
c. coding

A

mnemonics

33
Q

which memory system processes input from the environment?
working
long-term
sensory register

A

sensory register

34
Q

while short-term memory is time-limited, it also has a capacity limit of?
a. 5 bits or chunks of info
b. 7 bits or chunks of info
c. 9 bits or chunks of info

A

7 bits or chunks of info

35
Q

the use of some type of association, such as rhymes or mnemonics is best suited to which memory system?
a. short-term
b. sensory
c. long-term

A

short-term

36
Q

how can recoding be described?
a. the relating of incoming information to concepts or 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 certain stimuli

A

the relating of incoming information to concepts or knowledge already in memory

37
Q

which of the following memory system would be enhanced with practice and repetition?
a. long term
b. short term
c. perception

A

short term

38
Q

where is information for future use stored?
short term memory
long term memory
sensory register

A

long term memory

38
Q

which of the following statements about long-term memory is true?
a. long-term memory is a reconstruction, not a pure recall of information or 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 or events

39
Q

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

A

precoding

39
Q

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.”

A

how often that knowledge has been used in the past

40
Q

what level of knowledge is being testes if asked, “what is the maneuvering speed of the aircraft listed in the owner’s manual?”
a. rote
b. application
c. understanding

A

rote

41
Q

once a learner understands a procedure, has had the procedure demonstrated, and has practiced the procedure until it can be performed with consistency, the learner has demonstrated what level of learning?
a. application
b. rote
c. duplication

A

application

42
Q

learners 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

43
Q

commercially-developed test preparation material
a. teaches higher-order thinking skills
b. replaces instructor-led training
c. places emphasis on rote learning rather than more advanced learning levels

A

places emphasis on rote learning rather than more advanced learning levels

44
Q

a disadvantage of using commercially-developed test preparation material is that
a. the emphasis is on correlation learning
b. learners may learn to pass a given test
c. learners often exhibit a lack of knowledge during oral questioning

A

learners often exhibit a lack of knowledge during oral questioning

45
Q

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

A

correlation

46
Q

when asking a learner to explain how gross weight affects maneuvering speed, what level of learning is being test?
a. application
b. correlation
c. understanding

A

understanding

47
Q

at which level of learning do most instructors stop teaching:
a. application
b. correlation
c. understanding

A

application

48
Q

which domain of learning deals with knowledge:
a. affective
b. cognitive
c. psychomotor

A

cognitive

49
Q

affective domain relates to:
a. physical skills
b. knowledge
c. attitudes, beliefs and values

A

attitudes, beliefs and values

50
Q

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

A

knowledge, comprehension, application, analysis, synthesis and evaluation

51
Q

the most complex outcome in the affective domain is
a. organization
b. characterization
c. valuing

A

characterization

52
Q

the listing of the hierarchy of objectives is often referred to as a
a. taxonomy
b. skill
c. domain

A

taxonomy

53
Q

learning objectives can be sorted in a system known as a :
a. taxonomy
b. database
c. schema

A

taxonomy

54
Q

the least complex outcome in the psychomotor domain is:
a. adaptation
b. mechanism
c. perception

A

perception

55
Q

which of the following domains relates a grouping of levels of learning associated with a persons attitudes?
a. affective
b. cognitive
c. psychomotor

A

affective

56
Q

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 a new skill
c. performing a short-field approach and landing to PTS/ACS standards

A

understanding how the flight controls should be positioned during a turn

57
Q

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

A

applying back pressure to maintain altitude during a steep turn

58
Q

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 50 foot obstacle
c. programming a GPS receiver

A

Programming a GPS

59
Q

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 instructors question
c. practicing the conditions of an instructors question to determine an answer

A

responding to an instructor’s question

60
Q

which domain of learning includes physical movement and coordination?
a. affective
b. cognitive
c. psychomotor

A

psychomotor

61
Q

the educational objective levels; receiving, responding, valuing, organization, and characterization; are a part of which domain of learning?
a. psychomotor
b. affective
c. cognitive

A

affective

62
Q

the educational objective level of the psychomotor domain at which a leaners skill demonstrates new movement patterns and creativity is?
a. origination
b. complex overt response
c. adaptation

A

origination

63
Q

the least complex outcome in the cognitive domain is?
a. synthesis
b. knowledge
c. comprehension

A

knowledge

64
Q

the best way to prepare a learner to perform a task is to:
a. explain the purpose of the task
b. provide a clear, step-by-step example
c. give the learner an outline of the task

A

provide a step-by-step example

65
Q

during learning, a leveling-off process of 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 moral and requires that the instructor reteach the lesson in a different format to ensure learner learning and retention

A

normal and should be expected after an initial period of rapid improvement

66
Q

a learning plateau may be defined as the:
a. leveling-off in learning at the point which a learner has reached the highest competence of a particular subject
b. gradual decrease in learning almost to the point where it appears to have ceases before it resumes and proficiency increases
c. point in the learning curve at which skill proficiency retrogresses

A

gradual decrease in learning almost to the point where it appears to have ceases before it resumes and proficiency increases

67
Q

which is true concerning “learning plateaus”
a. leaning plateaus are the direct result of poor instruction
b. learning plateaus are a normal part of the learning process and tend to by temporary
c. learning plateaus are caused by under-practice

A

learning plateaus are a normal part of the learning process and tend to by temporary

68
Q

instructors can help learners who arrive at a learning plateau by:
a. continuing practice to help the learner more past it
b. assuming that the plateau represents the learners maximum skill achievement
c. moving the learner to a different place in the curriculum

A

moving the learner to a different place in the curriculum

69
Q

the three stages of skill acquisition are:
a. cognitive, associative, and automatic
b. cognitive, understanding, and automatic
c. cognitive, additional, and automatic

A

cognitive, associative, and automatic

70
Q

which stage of skill acquisition is characterized by the ability to perform a procedure rapidy and smoothly while devoting little deliberate attention to performance and simultaneously performing other tasks?
a. cognitive stage
b. associative stage
c. automatic response stage

A

automatic response stage

71
Q

which stage of skill acquisition may be characterized by learner ability to assess personal progress and make adjustments in performance?
a. cognitive stage
b. associative stage
c. automatic response stage

A

associative stage

72
Q

distractions can be used as a valuable learning tool, but they should be avoided during?
a. deliberate practice
b. blocked practice
c. random practice

A

deliberate practice

73
Q

If a learner can fly an ILS while communicating with ATC at the same time, they have reached which stage of skill acquisition?
a. associative stage
b. automatic response stage
c. psychomotor stage

A

automatic response stage

74
Q

studies of skill learning suggest that a learner achieves better results if distractions are avoided during what type of practice?
a. deliberate practice
b. blocked practice
c. random practice

A

deliberate practice

75
Q

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

A

blocked

76
Q

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

77
Q

distractions interjected by instructor’s during training may help?
a. learners learn to ignore distractions
b. learners determined whether or not a distraction warrants further attention or action on their part
c. leaners learn more effective multitasking techniques

A

learners determined whether or not a distraction warrants further attention or action on their part

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