1. __________________________  is 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.

Aeronautical Decision-Making (ADM), Ref: 1-19

2. What Hazardous Attitude is described by the following statement: This attitude is found in people who do not like anyone telling them what to do. “Don’t tell me”

Anti-Authority, Ref: Fig. 1-11

3. What Hazardous Attitude is described by the following statement: This is the attitude of people who frequently feel the need to do something – anything – immediately. “Do it quickly”

Impulsivity, Ref: Fig. 1-11

4. What Hazardous Attitude is described by the following statement: Many people believe that accidents happen to others, but never to them. “It won’t happen to me”

Invulnerability, Ref: Fig 1-11

5. What Hazardous Attitude is described by the following statement: Pilots who are always trying to prove that they are better than anyone else are thinking, “I can do it, I’ll show them.

Macho, Ref: Fig. 1-11

6. What Hazardous Attitude is described by the following statement: Pilots who think, “What’s the use?” do not see themselves as being able to make a great deal of difference in what happens to them.

Resignation, Ref: Fig. 1-11

7. In reference to “Meeting Human Needs to Encourage Learning”, what human need is being described by the following statement: These are biological needs. They consist of the need for air, food, water, and maintenance of the human body.

Physiological, Ref: 2-6

8. In reference to “Meeting Human Needs to Encourage Learning”, what human need is being described by the following statement: All humans have a need to feel safe. _________ needs are about keeping oneself from harm. If a learner does not feel safe, he or she cannot concentrate.

Security, Ref: 2-6

9. In reference to “Meeting Human Needs to Encourage Learning”, what human need is being described by the following statement: Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, and affection.

Belonging, Ref: 2-7

10. In reference to “Meeting Human Needs to Encourage Learning”, what human need is being described by the following statement: Humans have a need for a stable, firmly based, high level of self-respect and respect from others. Internally, a person judges himself or herself worthy by personally defined standards.

Esteem, Ref: 2-7

11. In reference to “Meeting Human Needs to Encourage Learning”, what human need is being described by the following statement: a person’s need to be and do that which the person was “born to do.” To paraphrase an old Army recruiting slogan, “be all you can be.”

Self-Actualization, Ref: 2-7

12. Which Defense Mechanism is defined by the following statement: a person places uncomfortable thoughts into inaccessible areas of the unconscious mind. Things a person is unable to cope with now are pushed away, to be dealt with at another time, or hopefully never because they faded away on their own accord.

Repression, Ref: 2-9

13. Which Defense Mechanism is defined by the following statement: a refusal to accept external reality because it is too threatening. It is the refusal to acknowledge what has happened, is happening, or will happen. It is a form of repression through which stressful thoughts are banned from memory.

Denial, Ref: 2-9

14. Which Defense Mechanism is defined by the following statement: a process of psychologically counterbalancing perceived weaknesses by emphasizing strength in other areas.

Compensation, Ref: 2-10

15. Which Defense Mechanism is defined by the following statement: an individual places his or her own unacceptable impulses onto someone else. A person relegates the blame for personal shortcomings, mistakes, and transgressions to others or attributes personal motives, desires, characteristics, and impulses to others.

Projection, Ref: 2-10

16. Which Defense Mechanism is defined by the following statement: a subconscious technique for justifying actions that otherwise would be unacceptable. When this truly takes place, individuals sincerely believe in the plausible and acceptable excuses which seem real and justifiable.

Rationalization, Ref: 2-10

17. Which Defense Mechanism is defined by the following statement: a person fakes a belief opposite to the true belief because the true belief causes anxiety. The person feels an urge to do or say something and then actually does or says something that is the opposite of what he or she really wants.

Reaction Formation, Ref: 2-11

18. Which Defense Mechanism is defined by the following statement: This occurs when a learner engages in daydreams about how things should be rather than doing anything about how things are. The learner uses his or her imagination to escape from reality into a fictitious world—a world of success or pleasure

Fantasy, Ref: 2-11

19. Which Defense Mechanism is defined by the following statement: results in an unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less threatening substitute. It avoids the risk associated with feeling unpleasant emotions and puts them somewhere other than where they belong.

Displacement, Ref: 2-11

20. In reference to factors that affect perception, which factor is described by the following statement: provides individuals with the perceptual apparatus for sensing the world around them. Pilots, for example, need to see, hear, feel, and respond adequately while they are in the air.

Physical Organization, Ref: 3-8

21. In reference to factors that affect perception, which factor is described by the following statement: A powerful determinant in learning. A learner’s self-image, described in such terms as “confident” or “insecure,” has a great influence on the total perceptual process. If a learner’s experiences tend to support a favorable self-image, the learner tends to remain receptive to subsequent experiences.

Self-Concept, Ref: 3-8

22. In reference to factors that affect perception, which factor is described by the following statement: Learning some things depends on other past perceptions and on the availability of time to sense and relate these new things to the earlier perceptions.

Time and Opportunity, Ref: 3-8

23. In reference to factors that affect perception, which factor is described by the following statement: fear adversely affects perception by narrowing the perceptual field. Confronted with threat, learners tend to limit their attention to the threatening object or condition. The field of vision is reduced, for example, when an individual is frightened and all the perceptual faculties are focused on the thing that has generated fear.

Element of Threat, Ref: 3-8

24. Which of Thorndike’s Laws of Learning is described by the following statement: The basic needs of the learner need to be satisfied before he or she is ready or capable of learning.

Readiness, Ref: 3-11

25. Which of Thorndike’s Laws of Learning is described by the following statement: Learning involves the formation of connections, and connections are strengthened or weakened according to this law. The law states that behaviors that lead to satisfying outcomes are likely to be repeated whereas behaviors that lead to undesired outcomes are less likely to recur.

Effect, Ref: 3-12

26. Which of Thorndike’s Laws of Learning is described by the following statement: Connections are strengthened with practice and weakened when practice is discontinued, which reflects the adage “use it or lose it.” The learner needs to practice what has been taught in order to understand and remember the learning.

Exercise, Ref: 3-12

27. Which of Thorndike’s Laws of Learning is described by the following statement: When an error occurs pouring a concrete foundation for a building, undoing and correcting the job becomes much more difficult than doing it right the first time. What is learned first, often creates a strong, almost unshakable impression and underlies the reason an instructor needs to teach correctly the first time.

Primacy, Ref: 3-12

28. Which of Thorndike’s Laws of Learning is described by the following statement: Immediate, exciting, or dramatic learning connected to a real situation teaches a learner more than a routine or boring experience. Real-world applications (scenarios) that integrate procedures and tasks the learner is capable of understanding make a vivid impression, and he or she is least likely to forget the experience.

Intensity, Ref: 3-12

29. Which of Thorndike’s Laws of Learning is described by the following statement: This principle states that things most recently learned are best remembered. Conversely, the further a learner is removed in time from a new fact or understanding, the more difficult it is to remember.

Recency, Ref: 3-12

30. Which of the domains of learning is described by the following statement: This domain is one of the best known educational domains. It includes remembering specific facts (content knowledge) and concepts that help develop intellectual abilities and skills.

Cognitive, Ref: 3-14

31. Which of the domains of learning is described by the following statement: This domain addresses a learner’s emotions toward the educational experience. It includes feelings, values, enthusiasms, motivations, and attitudes.

Affective, Ref: 3-16

32. Which of the domains of learning is described by the following statement: This domain is skill based and includes physical movement, coordination, and use of the motor-skill areas. Development of these skills utilizes repetitive practice and is measured in terms of speed, precision, distance, and techniques.

Psychomotor, Ref: 3-17

33. Which Characteristic of Learning is described by the following statement: To be effective, aviation instructors need to find ways to relate new learning to the learner’s goals.

Learning is Purposeful, Ref: 3-19

34. Which Characteristic of Learning is described by the following statement: The learner can learn only from personal experiences; therefore, learning and knowledge cannot exist apart from a person.

Learning is a Result of Experience, Ref: 3-19

35. Which Characteristic of Learning is described by the following statement: Individuals learn much more than expected if they fully exercise their minds and feelings. Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem-solving, and emotional. Other classifications refer to intellectual skills, cognitive strategies, and attitudinal changes, along with descriptive terms like surface or deep learning.

Learning is Multifaceted, Ref: 3-19/20

36. Which Characteristic of Learning is described by the following statement: For effective knowledge transfer, learners need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually.

Learning is an Active Process, Ref: 3-20

37. Which type of forgetting is described by the following statement: simply the inability to retrieve information, that tip-of-the-tongue phenomenon when a person knows the meaning of a word, or the answer to a question, but cannot retrieve it. It is also caused by the fact that sometimes people simply do not encode information well.

Retrieval Failure, Ref: 3-38

38. Which type of forgetting is described by the following statement: This theory suggests that a person forgets information that is not used for an extended period of time, that it fades away or decays. It had been suggested that humans are physiologically preprogrammed to eventually erase data that no longer appears pertinent.

Fading, Ref: 3-38

39. Which type of forgetting is described by the following statement: This theory suggests that people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened.

Interference, Ref: 3-38

40. Which type of forgetting is described by the following statement: A memory is pushed out of reach because the individual does not want to remember the feelings associated with it; an unconscious form of forgetting while suppression is a conscious form.

Repression or Suppression, Ref: 3-38

41. What are the three Basic Elements of Communication?

Source, Symbol, Receiver, Ref: 4-2

42. Which Barrier to Effective Communication is described by the following statement: The greatest single barrier to effective communication. Communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the participants are similar.

Lack of Common Experience, Ref 4-4

43. Which Barrier to Effective Communication is described by the following statement: Results when a word is confused with what it is meant to represent. Although it is obvious that words and the connotations they carry can be different, people sometimes fail to make the distinction.

Confusion Between the Symbol and Symbolized Object, Ref: 4-5

44. Which Barrier to Effective Communication is described by the following statement: Concrete words or terms refer to objects people can relate directly to their own experiences. These words or terms specify an idea that can be perceived or a thing that can be visualized. Abstract words, on the other hand, stand for ideas that cannot be directly experienced, things that do not call forth mental images in the minds of the learners.

Overuse of Abstractions, Ref: 4-5

45. Which Barrier to Effective Communication is described by the following statement: Some barriers to effective communication can be controlled by the instructor. Others are factors outside of the instructor’s control that prevent a process or activity from being carried out properly. These factors may include physiological, environmental, and psychological elements. To communicate effectively, the instructor should consider the effects of these factors and mitigate them where possible.

External Factors, Ref: 4-6

46. Which Barrier to Effective Communication is described by the following statement: This occurs when the message gets disrupted, truncated, or added to somewhere in the communication sequence. While the instructor or learner may believe that an intact message has been sent and received, the assumption may be inaccurate.

Interference, Ref: 4-6

47. Which General Characteristic of Effective Assessment is described by the following statement: The personal opinions, likes, dislikes, or biases of the instructor might affect an assessment. A conflict of personalities can alter an opinion. Sympathy or over-identification with a learner, to such a degree that it influences objectivity, is known as “halo error.”

Objective, Ref: 6-2

48. Which General Characteristic of Effective Assessment is described by the following statement: The instructor should evaluate the entire performance of a learner in the context in which it is accomplished. Sometimes a good learner turns in a poor performance, and a poor learner turns in a good one. A friendly learner may suddenly become hostile, or a hostile learner may suddenly become friendly and cooperative. The instructor fits the tone, technique, and content of the assessment to the occasion, as well as to the learner.

Flexible, Ref: 6-2

49. Which General Characteristic of Effective Assessment is described by the following statement: Learners need to have confidence in the instructor’s qualifications, teaching ability, sincerity, competence, and authority. Usually, instructors have the opportunity to establish themselves with learners before the formal assessment arises. If not, however, the instructor’s manner, attitude, and familiarity with the subject at hand serves this purpose.

Acceptable, Ref: 6-2

50. Which General Characteristic of Effective Assessment is described by the following statement: This type of assessment is not necessarily a long one, nor need it treat every aspect of the performance in detail. While it includes strengths as well as weaknesses, the degree of coverage of each should fit the situation.

Comprehensive, Ref: 6-3

51. Which General Characteristic of Effective Assessment is described by the following statement: An assessment is pointless unless the learner benefits from it. Praise can capitalize on things that are done well and inspire the learner to improve in areas of lesser accomplishment. When identifying a mistake or weakness, the instructor needs to give positive guidance for correction.

Constructive, Ref: 6-3

52. Which General Characteristic of Effective Assessment is described by the following statement: Almost any pattern is acceptable, as long as it is logical and makes sense to the learner. An effective organizational pattern might be the sequence of the performance itself.

Organized, Ref: 6-3

53. Which General Characteristic of Effective Assessment is described by the following statement: The instructor refrains from minimizing the inherent dignity and importance of the individual. Ridicule, anger, or fun at the expense of the learner has no place in assessment. While being straightforward and honest, the instructor should always respect the learner’s personal feelings.

Thoughtful, Ref: 6-3

54. Which General Characteristic of Effective Assessment is described by the following statement: Learners cannot act on recommendations unless they know specifically what the recommendations are.

Specific, Ref: 6-3