FOI – Chapter 2 – Barriers to Learning

Question 1 of 40

1. Question

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

basic needs.
element of threat.
negative self-concept.

Question 2 of 40

2. Question

An instructor may foster the development of insights by

helping the student acquire and maintain a favorable self-concept.
pointing out the attractive features of the activity to be learned.
keeping the rate of learning consistent so that it is predictable.

Question 3 of 40

3. Question

What is an outcome of a student showing a favorable self-concept?

A more receptive attitude to experiences.
Failure to remain open to new learning experiences.
A positive attitude on the part of the flight instructor.

Question 4 of 40

4. Question

Which term denotes a favorable view of self?

Insecure.
Unassured.
Confident.

Question 5 of 40

5. Question

Defense mechanisms

are subject to the student's normal behavioral processes.
are related to the conscious domain.
involve some degree of self-deception and distortion of reality.

Question 6 of 40

6. Question

Although defense mechanisms can serve a useful purpose, they can

provide feelings of adequacy.
alleviate the cause of problems.
involve some degree of self-deception and distortion of reality.

Question 7 of 40

7. Question

If an instructor has a student with a hidden fear of flying that inhibits learning, the student is most likely displaying which defense mechanism?

Reaction formation.
Repression.
Projection.

Question 8 of 40

8. Question

When a student uses excuses to justify inadequate performance, it is an indication of the defense mechanism known as

fantasy.
displacement.
rationalization.

Question 9 of 40

9. Question

Fantasy is a defense mechanism students use when they

want to escape from frustrating situations.
cannot accept the real reasons for their behavior.
place blame on someone or something other than themselves.

Question 10 of 40

10. Question

Students may display the defense mechanism called denial, which is revealed by the student’s

hostility.
attempts to minimize the situation.
attempts at rationalization.

Question 11 of 40

11. Question

When students subconsciously use the defense mechanism called rationalization, they

use excuses to justify acceptable behavior.
cannot accept the real reasons for their behavior.
fake a belief opposite to their true belief because the true belief causes anxiety.

Question 12 of 40

12. Question

When a student engages in daydreaming, it is the defense mechanism of

compensation.
fantasy.
denial.

Question 13 of 40

13. Question

When students display the defense mechanism called repression, they

refuse to accept reality.
place uncomfortable thoughts into inaccessible areas of the unconscious mind.
attempt to justify actions by asking numerous questions.

Question 14 of 40

14. Question

When a student presents a belief opposite to what (s)he truly believes, it usually is an indication of the defense mechanism known as

fantasy.
reaction formation.
displacement.

Question 15 of 40

15. Question

When a student 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

projection.
compensation.
rationalization.

Question 16 of 40

16. Question

A student 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

Rationalization.
Projection.
Denial.

Question 17 of 40

17. Question

When under stress, normal individuals usually react

by showing excellent morale followed by deep depression.
by responding rapidly and exactly, often automatically, within the limits of their experience and training.
inappropriately such as extreme overcooperation, painstaking self-control, and inappropriate laughing or singing.

Question 18 of 40

18. Question

A student reacting abnormally to stress is most likely to display which of the following indications?

The student is using automatic responses.
The student has a rapid and exacting response.
The student is using inadequate, illogical, random responses or no response at all.

Question 19 of 40

19. Question

Which would most likely be an indication that a student is reacting abnormally to stress?

Slow learning.
Inappropriate laughter or singing.
Automatic response to a given situation.

Question 20 of 40

20. Question

One possible indication of a student’s abnormal reaction to stress would be

a hesitancy to act.
extreme overcooperation.
a noticeable lack of self-control.

Question 21 of 40

21. Question

The instructor can counteract anxiety in a student by

treating the student's fears as a normal reaction.
discontinuing instruction in tasks that cause anxiety.
allowing the student to decide when he or she is ready for a new maneuver to be introduced.

Question 22 of 40

22. Question

Which of the following is required to recover from chronic fatigue?

Mitigating the underlying physiological and psychological causes.
A break in instruction and practice.
Proper rest and time to "clear your thoughts".

Question 23 of 40

23. Question

The principal reason why fatigue is one of the most treacherous hazards to flight safety is that

fatigue can overtake even a physically robust person.
it is usually impossible for a CFI to detect student fatigue early in a lesson.
it may not be apparent to a pilot until serious errors are made.

Question 24 of 40

24. Question

Chronic fatigue

Occurs when there is not enough time for a full recovery from repeated episodes of acute fatigue.
Is the tiredness felt after long periods of physical and mental strain and lack of sleep.
Impairs personal performance and ability but not pilot judgment.

Question 25 of 40

25. Question

Chronic fatigue may best be described as a

combination of both physiological problems and psychological issues.
cluster of specific symptoms such as errors in timing and neglect of secondary tasks.
result of over-application of a learning task.

Question 26 of 40

26. Question

Chronic fatigue as a result of physiological problems and/or psychological issues may be evidenced by a student pilot’s apparent

Increase in knowledge and skill retention.
Need for sleep.
Acceptance of unwarranted risks.

Question 27 of 40

27. Question

Acute fatigue symptoms may include

error accumulation, inattention, and distractibility.
dizziness, weakness, nausea, tingling of hands and feet, abdominal cramps, and extreme thirst.
unwarranted risk taking.

Question 28 of 40

28. Question

A sign that a student may be experiencing acute fatigue is

Acceptance of unwarranted risks.
Neglect of secondary tasks.
Increased attention to detail.

Question 29 of 40

29. Question

Acute fatigue is

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

Question 30 of 40

30. Question

Which of the following is a sign of acute fatigue?

Error accumulation.
Nausea.
Acuteness of vision.

Question 31 of 40

31. Question

Acute fatigue may be evident by a student’s apparent

desire to take unwarranted risks.
dizziness, weakness, and nausea.
errors in timing.

Question 32 of 40

32. Question

Which would most likely be an indication that a student is reacting normally to stress?

Slow learning.
Inappropriate laughter or singing.
Automatic response to a given situation.

Question 33 of 40

33. Question

Students who grow impatient when learning the basic elements of a task are those who

are less easily discouraged than the unaggressive students.
should have the preliminary training presented one step at a time with clearly stated goals for each step.
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.

Question 34 of 40

34. Question

Which obstacle to learning is a greater deterrent to learning pilot skills than is generally recognized?

Anxiety.
Impatience.
Physical discomfort.

Question 35 of 40

35. Question

Should an instructor be concerned about an apt student who makes very few mistakes?

No. Some students have an innate, natural aptitude for flight.
Yes. The student may assume that the correction of errors is unimportant.
Yes. The student will lose confidence in the instructor if the instructor does not invent deficiencies in the student's performance.

Question 36 of 40

36. Question

What should an instructor do with a student who assumes that correction of errors is not important?

Divide complex flight maneuvers into elements.
Try to reduce the student's overconfidence to reduce the chance of an accident.
Raise the standard of performance for each lesson, demanding greater effort.

Question 37 of 40

37. Question

The overconfidence of fast learners should be corrected by

high praise when no errors are made.
raising the standard of performance for each lesson.
providing strong, negative evaluation at the end of each lesson.

Question 38 of 40

38. Question

Faulty performance due to student overconfidence should be corrected by

increasing the standard of performance for each lesson.
praising the student only when the performance is perfect.
providing strong, negative evaluation at the end of each lesson.

Question 39 of 40

39. Question

A method for correcting student impatience is for the instructor to

Present the necessary preliminary training one step at a time, with clearly stated goals for each step.
Key the instruction to utilize the interests and enthusiasm students bring with them.
Avoid assigning impossible or unreasonable goals for the student to accomplish.

Question 40 of 40

40. Question

What is an example of a student showing impatience?

A student not wanting to fly without an instructor on board.
A student desiring to conduct a cross-country flight before the basic elements of flight have been learned.
A student wishing to solo an aircraft.