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CFI > FOI SU2: Barriers to Learning > Flashcards

FOI SU2: Barriers to Learning Flashcards

GLEIM

1
Q

The factor which contributes most to a learner’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

A

negative self-concept

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2
Q

what is an outcome of a learner 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

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3
Q

an instructor may foster the development of insights by:
a. helping the learner 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 predictable

A

helping the learner acquire and maintain a favorable self-concept

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4
Q

which term denotes a favorable view of self?
a. insecure
b. unassured
c. confident

A

confident

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5
Q

defense mechanisms
a. are subject to the learner’s normal behavioral processes
b. are related to the conscious domain
c. involve some degree of self-deception and distortion of reality

A

involve some degree of self-deception and distortion of reality

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6
Q

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

A

involve some degree of self-deception and distortion of reality

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7
Q

if an instructor has a learner with a hidden fear of flying that inhibits learning, the learner is most likely displaying which defense mechanism?
a. reaction formation
b. repression
c. projection

A

repression

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8
Q

when a learner uses excuses to justify inadequate performance, it is an indication of the defense mechanism known as?
a. fantasy
b. displacement
c. rationalization

A

rationalization

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9
Q

fantasy is a defense mechanism learners use when they?
a. want to escape from frustrating situations
b. cannot accept the real reason for their behavior
c. place blame on someone or something other than themselves

A

want to escape from frustrating situations

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10
Q

learners may display the defense mechanism called denial, which is revealed by the learner’s?
a. hostile
b. attempts to minimize the situation
c. attempts at rationalization

A

attempts to minimize the situation

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11
Q

When learners 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. fake a belied opposite to their true belief because the true belief causes anxiety

A

cannot accept the real reasons for their behavior

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12
Q

when a learner engages in daydreaming, it is the defense mechanism of
a. compensation
b. fantasy
c. denial

A

fantasy

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13
Q

when learners 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

A

place uncomfortable thoughts into inaccessible areas of the unconscious mind

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14
Q

when a learner presents a belief opposite to what they truly believe, it usually is an indication of the dense mechanism known as?
a. fantasy
b. reaction formation
c. displacement

A

reaction formation

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15
Q

when a learner 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

A

compensation

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16
Q

a learner 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

A

projection

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17
Q

when under stress, normal individuals usually react
a. by showing excellent morale following by deep depression
b. by responding rapidly and exactly, often automatically, within the limits of their experience and training
c. inappropriately such as extreme over cooperation, painstaking self-control, and impropriating laughing or singing

A

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

18
Q

a learner reacting abnormally to stress is most likely to display which of the following interactions?
a. the learner using automatic responses
b. the learner has a rapid and exacting response
c. the learner is using inadequate, illogical, random responses or no response at all

A

the learner is using inadequate, illogical, random responses or no response at all

19
Q

which would most likely by an indication that a learner is reacting abnormally to stress?
a. slow learning
b. inappropriate laughter or singing
c. automatic response to a given situation

A

inappropriate laughter or singing

20
Q

one possible indication of a learner’s abnormal reaction to stress would be?
a. a hesitancy to act
b. extreme over cooperation
c. a noticeable lack of self-control

A

extreme over cooperation

21
Q

the instructor can counteract anxiety in a learner by ?
a. training the learners fears as a normal reaction
b. discontinuing instruction in tasks that causes anxiety
c. allowing the learner to decide when they are ready for a new maneuver to be introduces

A

training the learners fears as a normal reaction

22
Q

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

23
Q

the principle reason why fatigue is one of the most treacherous hazards to flight safety is that?
a. fatigue can overtake even a physically robust person
b. it is usually impossible for a CFI to detect learner fatigue early in a lesson
c. it may not be apparent to a pilot until serious errors are made

A

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

24
Q

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 judgment

A

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

25
Q

chronic fatigue may best be described as?
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

26
Q

chronic fatigue as a result of physiological problems and/or psychological issues may be evident by a learner pilot’s apparent
a. increase in knowledge and skill retention
b. need for sleep
c. acceptance of unwarranted risks

A

acceptance of unwarranted risks

27
Q

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

28
Q

a sign that a learner may be experiencing acute fatigue is?
a. acceptable of unwarranted risks
b. neglect of secondary tasks
c. increased attention to detail

A

neglect of secondary tasks

29
Q

acute fatigue is?
a. a function of physical robustness or mental acuity
b. a combination of both physiological problems and psychological issues
c. operable by performance deficiencies that are apparent to others before the individual notices any physical signs of fatigue

A

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

30
Q

which of the following is a sign of acute fatigue?
a. error accumulation
b. nausea
c. acuteness of vision

A

error accumulation

31
Q

acute fatigue may be evident by a learner’s apparent?
a. desire to take unwarranted risk
b. dizziness, weakness, and nausea
c. error in timing

A

error in timing

32
Q

which would most likely be an indication that a learner is reacting normally to stress?
a. slow learning
b. inappropriate laugher or singing
c. automatic response to a given situation

A

automatic response to a given situation

33
Q

learners who grow impatient when learning the basic elements of a task are those who?
a. are less easily discouraged than the unaggressive learners
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

A

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

34
Q

which obstacle to learning is a greater deterrent of learning pilot skills than is generally recognized?
a. anxiety
b. impatience
c. physical discomfort

A

impatience

35
Q

should an instructor be concerned about an apt learner who makes very few mistakes?
a. no. some learners have an innate, natural aptitude for flight
b. yes. the learner may assume that the correction of errors in unimportant
c. yes. the learner will lose confidence in the indictor if the instructor does not invent deficiencies in the learners performance

A

yes. the learner may assume that the correction of errors in unimportant

36
Q

what should an instructor do with a learner who assumes that correction of errors is not important?
a. divide complex flight maneuvers into elements
b. try to reduce the learner’s overconfidence to reduce the chance of an accident
c. raise the standard of performance for each lesson, demanding greater effort

A

raise the standard of performance for each lesson, demanding greater effort

37
Q

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

A

raising the standard of performance for each lesson

38
Q

faulty performance due to learner overconfidence should be corrected by?
a. increasing the standard of performance for each lesson
b. praising the learner 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

39
Q

a method for correcting learning impatience is for the instructor to?
a. present the necessary preliminary training one step at time, with clearly stated goals for each step
b. key the instruction to utilize the interests and enthusiasm learners bring with them
c. avoid assigning impossible or unreasonable goals for the learner to accomplish

A

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

40
Q

what is an example of a learner showing impatience?
a. a learner not waiting to fly without an instructor on board
b. a learner desiring to conduct a cross-country flight before the basic elements of flight have been learned
c. a learner wishing to solo an aircraft

A

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

CFI (6 decks)

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