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Instructor 51-100


1. Which domain of learning deals with knowledge?

a) Cognitive.
b) Affective.
c) Psychomotor.
2. Affective domain relates to

a) attitudes, beliefs, and values.
b) knowledge.
c) physical skills.
3. 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.
4. The listing of the hierarchy of objectives is often referred to as a

a) taxonomy.
b) skill.
c) domain.
5. The most complex outcome in the affective domain is

a) characterization.
b) organization.
c) valuing.
6. The least complex outcome in the psychomotor domain is

a) perception.
b) adaptation.
c) mechanism.
7. The best way to prepare a student to perform a task is to

a) provide a clear, step-by-step example.
b) give the student an outline of the task.
c) explain the purpose of the task.
8. learning plateau may be defined as the

a) achievement of the highest possible level of competence for a particular individual.
b) normal leveling-off of an individual’s learning rate.
c) point in the learning curve at which skill proficiency retrogresses.
9. The factor which contributes most to a student’s failure to remain receptive to new experiences and which creates a tendency to reject additional training is

a) element of threat.
b) basic needs.
c) negative self-concept.
10. An instructor may foster the development of insights by

a) keeping the rate of learning consistent so that it is predictable.
b) helping the student acquire and maintain a favorable self-concept.
c) pointing out the attractive features of the activity to be learned.
11. 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.
12. When a student uses excuses to justify inadequate performance, it is an indication of the defense mechanism known as

a) rationalization.
b) aggression.
c) flight.
13. Taking physical or mental flight is a defense mechanism students use when they

a) cannot accept the real reasons for their behavior.
b) want to escape from frustrating situations.
c) lose interest during the advanced stages of training.
14. When students subconsciously use the defense mechanism called rationalization, they

a) develop symptoms that give them excuses for removing themselves from frustration.
b) use excuses to justify acceptable behavior.
c) cannot accept the real reasons for their behavior.
15. When a student engages in daydreaming, it is the defense mechanism of

a) flight.
b) fantasy.
c) avoidance.
16. When students display the defense mechanism called aggression, they

a) may refuse to participate in class activities.
b) attempt to justify actions by asking numerous questions.
c) become visibly angry, upset, and childish.
17. When a student asks irrelevant questions or refuses to participate in class activities, it usually is an indication of the defense mechanism known as

a) aggression.
b) flight.
c) resignation.
18. When a student becomes bewildered and lost in the advanced phase of training after completing the early phase without grasping the fundamentals, the defense mechanism is usually in the form of

a) submission.
b) rationalization.
c) resignation.
19. When under stress, normal individuals usually react

a) by showing excellent morale followed by deep depression.
b) inappropriately such as extreme overcooperation, painstaking self-control, and inappropriate laughing or singing.
c) by responding rapidly and exactly, often automatically, within the limits of their experience and training.
20. Which would most likely be an indication that a student is reacting abnormally to stress?

a) Inappropriate laughter or singing
b) Automatic response to a given situation.
c) Slow learning.
21. One possible indication of a student’s abnormal reaction to stress would be

a) extreme overcooperation.
b) a hesitancy to act.
c) a noticeable lack of self-control.
22. The instructor can counteract anxiety in a student by

a) allowing the student to decide when he/she is ready for a new maneuver to be introduced.
b) discontinuing instruction in tasks that cause anxiety.
c) treating the student’s fears as a normal reaction.
23. Which obstacle to learning is a greater deterrent to learning pilot skills than is generally recognized?

a) Impatience.
b) Anxiety.
c) Physical discomfort.
24. Students who grow impatient when learning the basic elements of a task are those who

a) 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.
b) are less easily discouraged than the unaggressive students.
c) should have the preliminary training presented one step at a time with clearly stated goals for each step.
25. What should an instructor do with a student who assumes that correction of errors is unimportant?

a) Try to reduce the student’s overconfidence to reduce the chance of an accident.
b) Raise the standard of performance for each lesson, demanding greater effort.
c) Divide complex flight maneuvers into elements.
26. Faulty performance due to student overconfidence should be corrected by

a) increasing the standard of performance for each lesson.
b) providing strong, negative evaluation at the end of each lesson.
c) praising the student only when the performance is perfect.
27. Before a student can concentrate on learning, which human needs must be satisfied?

a) Physical.
b) Security.
c) Safety.
28. After individuals are physically comfortable and have no fear for their safety, which human needs become the prime influence on their behavior?

a) Physical.
b) Egoistic.
c) Social.
29. Which of the student’s human needs offer the greatest challenge to an instructor?

a) Self-fulfillment.
b) Egoistic.
c) Social.
30. Which is generally the more effective way for an instructor to properly motivate students?

a) Provide positive motivations by the promise or achievement of rewards.
b) Reinforce their self-confidence by requiring no tasks beyond their ability to perform.
c) Maintain pleasant personal relationships with students.
31. Motivations that cause a student to react with fear and anxiety are

a) negative.
b) tangible.
c) difficult to identify.
32. Motivations in the form of reproof and threats should be avoided with all but the student who is

a) overconfident and impulsive.
b) avidly seeking group approval.
c) experiencing a learning plateau.
33. When students are unable to see the benefits or purpose of a lesson, they will

a) be less motivated.
b) not learn as quickly
c) be expected to increase their efforts.
34. Confusion, disinterest, and uneasiness on the part of the student could happen as a result of not knowing the

a) importance of each period of instruction.
b) subject of each period of instruction.
c) objective of each period of instruction.
35. Which statement is true concerning motivations?

a) Motivations must be tangible to be effective.
b) Motivations may be very subtle and difficult to identify.
c) Negative motivations often are as effective as positive motivations.
36. For a motivation to be effective, students must believe their efforts will be rewarded in a definite manner. This type of motivation is

a) tangible.
b) subtle.
c) negative.
37. An instructor can most effectively maintain a high level of student motivation by

a) making each lesson a pleasurable experience.
b) continually challenging the student to meet the highest objectives of training that can be established.
c) relaxing the standards of performance required during the early phase of training.
38. The effectiveness of communication between instructor and student is measured by the

a) similarity between the idea transmitted and the idea received.
b) degree of dynamic, interrelated elements.
c) relationship between communicative and dynamic elements.
39. Effective communication has taken place when, and only when, the

a) receivers react with understanding and change their behavior accordingly.
b) receivers have the ability to question and comprehend ideas that have been transmitted.
c) information is transmitted and received.
40. When has instruction taken place?

a) When a procedure has been explained, and the desired student response has occurred.
b) When all the required material has been presented.
c) When the student hears what is presented.
41. To communicate effectively, instructors must

a) recognize the level of comprehension.
b) reveal a positive attitude while delivering their message
c) provide an atmosphere which encourages questioning.
42. To be more likely to communicate effectively, an instructor should speak or write from a background of

a) technical expertise.
b) knowing the ideas presented.
c) up-to-date, stimulating material.
43. In the communication process, the communicator will be more successful in gaining and retaining the receiver’s attention by

a) using a variety of audiovisual aids in class.
b) using a varied communicative approach
c) being friendly and informative.
44. Probably the greatest single barrier to effective communication in the teaching process is a lack of

a) a common experience level between instructor and student.
b) personality harmony between instructor and student.
c) respect for the instructor.
45. A communicator’s words cannot communicate the desired meaning to another person unless the

a) words give the meaning that is in the mind of the receiver.
b) words have meaningful referents.
c) listener or reader has had some experience with the objects or concepts to which these words refer.
46. The danger in using abstract words is that they

a) will not evoke the specific items of experience in the listener’s mind that the communicator intends.
b) call forth different mental images in the minds of the receivers.
c) sum up vast areas of experience.
47. By using abstractions in the communication process, the communicator will

a) not evoke in the listener’s or reader’s mind the specific items of experience the communicator intends.
b) bring forth specific items of experience in the minds of the receivers.
c) be using words which refer to objects or ideas that human beings can experience directly.
48. Evaluation of demonstrated ability during flight instruction must be based upon

a) the progress of the student.
b) the instructor’s opinion concerning the maneuver(s).
c) established standards of performance.
49. Evaluation of demonstrated ability during flight instruction must be based upon

a) the instructor’s background and experience relating to student pilots at this stage of training.
b) the progress of the student, considering the time and experience attained since beginning training.
c) established standards of performance, suitably modified to apply to the student’s experience.
50. In evaluating student demonstrations of piloting ability, it is important for the flight instructor to

a) keep the student informed of progress.
b) explain errors in performance immediately.
c) remain silent and observe.
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