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FOI pt 1
| Question | Answer |
|---|---|
| A change in behavior as a result of experience | learning |
| The learning process may include some elements such as verbal conceptual and | problem solving |
| While learning the material being taught, students may be learning other things as well. This additional learning is called | incidental |
| individuals make more progress learning if they have a clear objective. This is one feature of the principle of | Readiness |
| Things most often repeated are best remembered because of which principle of learning | principle of excercise |
| Providing opportunities for a student to practice and then directing this process towards a goal is the basis of the principle of | excercise |
| The principle that is based on the emotional reaction of the learner is the principle of | effect |
| Which principle of learning often creates a strong impression | principle of primacy |
| What principle of learning implies that a student will learn more from the real thing than from a substitue | principle of intensity |
| Which principle of learning often determines the sequence of lectures within a course of instruction | principle of recency |
| What is the basis of all learning | perception |
| perceptions result when a person | gives meaning to sensations being experienced |
| a basic need that affects all of a person's perceptions is the need to | maintain and enhance the organized self |
| which factor affecting perception has a great influence on the total perceptual process | self-concept |
| which factor affecting perceptions is based on the effectiveness of the use of a properly planned training syllabus | time and opportunity |
| In the learning process, fear or the element of threat will | narrow the students perceptual field |
| which is one of the ways in which anxiety will affect a student | anxiety may limit the student's ability to learn from perceptions |
| the mental grouping of affiliated perceptions is called | insights |
| insights, as applied to learning, involve a person's | grouping of associated perceptions into meaningful wholes |
| instructions as opposed to the trial and error method of learning is desirable because competent instruction speeds the learning process by | teaching the relationship of perceptions as they occur |
| Name one way an instructor can help develop student insights | provide a secure and nonthreatening environment in which to learn |
| Which memory system processes input from the environment | sensory register |
| the use of some type of association such as rhymes or mnemonics is best suited to which memory system | Short-term |
| How can recoding be described | The relating of incoming information to concepts or knowledge already in memory |
| Where is information for future use stored | long term memory |
| The selective process by which the sensory register discards and transmits certain stimuli to the working memory is called | precoding |
| when a person has a difficulty recalling facts after several years, this is known as | fading |
| when the learning of similar things overshadows other learning experiences, it is called | interference |
| According to one theory, some forgetting is due to the unconscious practice of submerging an unpleasant experience into the subconscious. This is called | repression |
| responses that produce a pleasurable return are called | praise |
| The act of consciously pushing a memory out of reach due to feeling associated with remembering it is | suppression |
| The performance of rectangular patterns helps students fly traffic patterns. What type of transfer is this | positive |
| Which transfer of learning occurs when the performance of a maneuver interferes with the learning of another maneuver | negative |
| To ensure proper habits and correct techniques during training, an instructor should | use the building block technique of instruction |
| What level of learning is being tested if asked, "What is the maneuvering speed of the aircraft listed in the owner's manual?" | Rote |
| 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 | Correlation |
| At which level of learning do most instructors stop teaching | Application |
| When asking a student to explain how gross weight affects maneuvering speed, what level of learning is being tested | Understanding |
| Commercially developed test prep material | places emphasis on rote learning rather than more advanced learning levels |
| A disadvantage of using commercially developed test preparation material is that | students often exhibit a lack of knowledge during oral questioning |
| Which domain of learning deals with knowledge | cognitive |
| Affective domain relates to | attitudes, beliefs, and values |
| The educational objective levels for the cognitive domain are | knowledge, comprehension, application, analysis, synthesis, and evaluation |
| The listing of the hierarchy of objectives is often referred to as a | taxonomy |
| The most complex outcome in the affective domain is | Characterization |
| The least complex outcome in the psychomotor domain is | perception |
| an example of a skill involving the cognitive domain would be | understanding how the flight controls should be positioned during a turn |
| An example of a skill involving the psychomotor domain would be | applying back pressure to maintain altitude during a steep turn |
| An example of a skill involving the affective domain would be | responding to an instructors question |
| Which domain of learning includes physical movement and coordination | Psychomotor |
| The educational objective levels; receiving, responding, valuing, organization, and characterization, are part of which domain of learning | affective |
| The educational objective of the psychomotor domain at which a student's skill demonstrates new movement patterns and creativity is | origination |
| The least complex outcome in the cognitive domain is | knowledge |
| The best way to prepare a student to perform a task is to | provide a clear, step-by-step example |
| A learning plateau may be defined as the | gradual decrease in learning almost to the point where it appears to have ceased before it resumes and proficiency increases |
| Which is true concerning learning plateaus | learning plateaus are a normal part of the learning process and tend to be temporary |
| Instructors can help students who arrive at a learning plateau by | Moving the student to a different place in the curriculum |
| Which stage of skill acquisition may be characterized by the student ability to assess personal progress and make adjustments in performance | Associative stage |
| Which stage of skill acquisition is characterized by the ability to perform a procedure rapidly and smoothly while devoting little deliberate attention to performance and simultaneously performing other tasks | automatic response |
| Studies of skill learning suggest that a student achieves better results if distractions are avoided during what type of practice | Deliberate practice |
| What type of practice is repeating the same drill or doing the same task again and again until the movement becomes automatic | blocked |
| Which stage of skill acquisition may be characterized by performing memorized steps unaware of progress | Cognitive stage |
Created by:
hayden.julliard