Glossary of Terms

Question 1

Define Abstractions

Answer 1

Words that are general rather than specific.
Aircraft is an abstraction; airplane is less abstract; jet is more
specific; and jet airliner is still more specific.

Question 2

Define Aeronautical decision-making (ADM).

Answer 2

A systematic
approach to the mental process used by aircraft pilots to
consistently determine the best course of action in response
to a given set of circumstances.

Question 3

Define the Affective domain.

Answer 3

A grouping of levels of learning associated
with a person’s attitudes, personal beliefs, and values which
range from receiving through responding, valuing, and
organization to characterization.

Question 4

Define Anxiety.

Answer 4

Mental discomfort that arises from the fear of
anything, real or imagined. May have a potent effect on
actions and the ability to learn from perceptions.

Question 5

Define the Application level of learning.

Answer 5

A basic level of learning at which the
student puts something to use that has been learned and
understood.

Question 6

Define Application step.

Answer 6

The third step of the teaching process,
where the student performs the procedure or demonstrates
the knowledge required in the lesson. In the telling-and-doing
technique of flight instruction, this step consists of the student
doing the procedure while explaining it.

Question 7

Define Attitude.

Answer 7

A personal motivational predisposition to respond
to persons, situations, or events in a given manner that can,
nevertheless, be changed or modified through training as a
sort of mental shortcut to decision-making.

Question 8

Define Authentic assessment.

Answer 8

An assessment in which the student
is asked to perform real-world tasks, and demonstrate a
meaningful application of skills and competencies.

Question 9

Define Basic Need.

Answer 9

A perception factor that describes a person’s

ability to maintain and enhance the organized self.

Question 10

Define the Behaviorism Learning Theory

Answer 10

Theory of learning that stresses the importance
of having a particular form of behavior reinforced by someone
other than the student to shape or control what is learned.

Question 11

Define the Building block concept of learning.

Answer 11

Concept of learning that new knowledge and skills are best based on a solid foundation of previous experience and/or old learning. As knowledge and skills increase, the base expands, supporting further learning.

Question 12

Define the cognitive domain of learning and the various levels of said domain.

Answer 12

A grouping of levels of learning associated with mental activity. In order of increasing complexity, the domains are knowledge, comprehension, application, analysis, synthesis, and evaluation.

Question 13

Define Condition in terms of performance based objectives.

Answer 13

The second part of a performance-based objective which describes the framework under which the skill or behavior will be demonstrated.

Question 14

Define correlation in terms of the levels of learning.

Answer 14

A basic level of learning where the student can associate what has been learned, understood, and applied with previous or subsequent learning.

Question 15

Define Criteria in terms of performance based objectives.

Answer 15

The third part of a performance-based objective, descriptions of standards that will be used to measure the accomplishment of the objective.

Question 16

Define Criterion-referenced testing.

Answer 16

System of testing where students are graded against a carefully written, measurable standard or criterion rather than against each other.

Question 17

Define defense mechanism.

Answer 17

Subconscious ego-protecting reactions to unpleasant situations.

Question 18

What is the Demonstration-performance method.

Answer 18

An educational presentation where an instructor first shows the student the correct way to perform an activity and then has the student attempt the same activity.

Question 19

Define the drill and practice method of learning.

Answer 19

A training delivery method based on the learning principle that connections are strengthened with practice.

Question 20

Define Effect as principal of learning.

Answer 20

A principle of learning that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling.

Question 21

Define element of threat in learning.

Answer 21

A perception factor that describes how a person is unlikely to easily comprehend an event if that person is feeling threatened since most of a person’s effort is focused on whatever is threatening them.

Question 22

Define Excercise in learning

Answer 22

A principle of learning emphasizing that those things most often repeated are best remembered.

Question 23

Define follow up questions in the guided discussion

Answer 23

In the guided discussion method, a question used by an instructor to get the discussion back on track or to get the students to explain something more thoroughly.

Question 24

Define Goals and values as a perception factor.

Answer 24

perception factor that describes how a person’s perception of an event depends on beliefs. Motivation toward learning is affected by how much value a person puts on education. Instructors who have some idea of the goals and values of their students will be more successful in teaching them.

Question 25

Define the Guided discussion method.

Answer 25

An educational presentation typically used in the classroom where the topic to be covered by a group is introduced and the instructor participates only as necessary to keep the group focused on the subject.

Question 26

Define the Hierarchy of human needs.

Answer 26

A listing by Abraham Maslow of needs, from the most basic to the most fulfilling:physiological, security, belonging, esteem, cognitive and aesthetic, and self-actualization.

Question 27

Define Human Factors.

Answer 27

A multidisciplinary field devoted to optimizing human performance and reducing human error. It incorporates the methods and principles of the behavioral and social sciences, engineering, and physiology. It may be described as the applied science which studies people working together in concert with machines. Human factors involve variables that influence individual performance, as well as team or crew performance.

Question 28

Define Illustrated talk.

Answer 28

An oral presentation where the speaker relies heavily on visual aids to convey ideas to the listeners.

Question 29

Define Insight.

Answer 29

The grouping of perceptions into meaningful wholes. Creating insight is one of the instructor’s major responsibilities.

Question 30

Define Intensity in terms of Thorndikes law or learning.

Answer 30

A principle of learning in which a dramatic or exciting learning experience is likely to be remembered longer than a boring experience. Students experiencing the real thing will learn more than when they are merely told about the real thing.

Question 31

Define interference in terms of memory.

Answer 31

(1) A theory of forgetting proposing that a person forgets something because a certain experience overshadows it, or the learning of similar things has intervened. (2) Barriers to effective communication that are caused by physiological, environmental, and psychological factors outside the direct control of the instructor. The instructor must take these factors into account in order to communicate effectively.

Question 32

Define Judgment

Answer 32

The mental process of recognizing and analyzing all pertinent information in a particular situation, a rational evaluation of alternative actions in response to it, and a timely decision on which action to take.

Question 33

Define Knowledge.

Answer 33

Information that humans are consciously aware of and can articulate.

Question 34

Define Long-term memory.

Answer 34

The portion of the brain that stores information that has been determined to be of sufficient value to be retained. In order for it to be retained in longterm memory, it must have been processed or coded in the working memory.

Question 35

Define Motivation

Answer 35

A need or desire that causes a person to act. Motivation can be positive or negative, tangible or intangible, subtle or obvious.

Question 36

Define Norm-referenced testing.

Answer 36

System of testing in which students are ranked against the performance of other students.

Question 37

Define Perceptions

Answer 37

The basis of all learning, perceptions result when a person gives meaning to external stimuli or sensations. Meaning derived from perception is influenced by an individual’s experience and many other factors.

Question 38

Define Performance-based objectives.

Answer 38

A statement of purpose for a lesson or instructional period that includes three elements: a description of the skill or behavior desired of the student, a set of conditions under which the measurement will be taken, and a set of criteria describing the standard used to measure accomplishment of the objective.

Question 39

What is a Poor judgment chain.

Answer 39

A series of mistakes that may lead to an accident or incident. Two basic principles generally associated with the creation of a poor judgment chain are: (1) one bad decision often leads to another; and (2) as a string of bad decisions grows, it reduces the number of subsequent alternatives for continued safe flight. Aeronautical decision-making is intended to break the poor judgment chain before it can cause an accident or incident.

Question 40

Define Primacy

Answer 40

A principle of learning in which the first experience of something often creates a strong, almost unshakable impression. The importance to an instructor is that the first time something is demonstrated, it must be shown correctly since that experience is the one most likely to be remembered by the student.

Question 41

Define Problem-based learning.

Answer 41

Lessons in such a way as to confront students with problems that are encountered in real life which force them to reach real-world solutions.

Question 42

Define the Psychomotor domain of learning.

Answer 42

grouping of levels of learning associated with physical skill levels which range from perception through set, guided response, mechanism, complex overt response, and adaptation to origination.

Question 43

Define Readiness as a law of learning.

Answer 43

A principle of learning where the eagerness and single-mindedness of a person toward learning affect the outcome of the learning experience.

Question 44

Define Recency a law of learning.

Answer 44

Principle of learning stating that things learned recently are remembered better than things learned some time ago. As time passes, less is remembered. Instructors use this principle when summarizing the important points at the end of a lecture in order for students to better remember them.

Question 45

Define Learning

Answer 45

A change in behavior as a result of experience.

Question 46

Define repression as a defense mechanism.

Answer 46

Theory of forgetting proposing that a person is more likely to forget information which is unpleasant or produces anxiety.

Question 47

What are the Risk elements in ADM.

Answer 47

Take into consideration the four fundamental risk elements: the pilot, the aircraft, the environment, and external pressures.

Question 48

What forms good risk management?

Answer 48

The part of the decision-making process which relies on situational awareness, problem recognition, and good judgment to reduce risks associated with each flight.

Question 49

Define Rote learning

Answer 49

A basic level of learning in which the student has the ability to repeat back something learned, with no understanding or ability to apply what was learned.

Question 50

What is Scenario Based Training (SBT)

Answer 50

Training method that uses a highly structured script of real world experiences to address aviation training objectives in an operational environment.

Question 51

Define Self-concept

Answer 51

A perception factor that ties together how people feel about themselves with how well they receive experiences.

Question 52

What is the Sensory register.

Answer 52

That portion of the brain which receives input from the five senses. The individual’s preconceived concept of what is important determines how the register prioritizes the information for passing it on to the rest of the brain for action.

Question 53

What is situational awareness.

Answer 53

The accurate perception and understanding of all the factors and conditions within the four fundamental risk elements that affect safety before, during, and after the flight.

Question 54

Skill knowledge.

Answer 54

Knowledge reflected in motor or manual skills and in cognitive or mental skills that manifests itself in the doing of something.

Question 55

Define Symbols in reference to communication.

Answer 55

In communication, simple oral and visual codes such as words, gestures, and facial expressions which are formed into sentences, paragraphs, lectures, or chapters to compose and transmit a message that means something to the receiver of the information.

Question 56

Define the Taxonomy of educational objectives.

Answer 56

A systematic classification scheme for sorting learning outcomes into three broad categories (cognitive, affective, and psychomotor) and ranking the desired outcomes in a developmental hierarchy from least complex to most complex.

Question 57

Define the Telling-and-doing teaching technique

Answer 57

A technique of flight instruction that consists of the instructor first telling the student about a new procedure and then demonstrating it. This is followed by the student telling and the instructor doing. Third, the student explains the new procedure while doing it. Last, the instructor evaluates while the student performs the procedure.

Question 58

Define Time and opportunity.

Answer 58

A perception factor in which learning something is dependent on the student having the time to sense and relate current experiences in context with previous events.

Question 59

Define Transfer of learning.

Answer 59

The ability to apply knowledge or procedures learned in one context to new contexts.

Question 60

Define Understanding in terms of a learning level.

Answer 60

A basic level of learning at which a student comprehends or grasps the nature or meaning of something.

Question 61

Define Working or short-term memory

Answer 61

The portion of the brain that receives information from the sensory register. This portion of the brain can store information in memory for only a short period of time. If the information is determined by an individual to be important enough to remember, it must be coded in some way for transmittal to long-term memory.