1.6.1.2.4.A.3
A pretest constructed to measure knowledge and skills necessary to begin a course is referred to as a
A. virtual-reality test.
B. norm-referenced test.
C. criterion-referenced test.

1.6.1.2.8.A.1
Which statement is true regarding positive or negative approaches in aviation instructional techniques?
A. The introduction of emergency procedures before the student is acquainted with normal operations is likely to be neither discouraging nor affect learning.
B. A student with normal abilities should not be affected by an instructor who emphasizes emergency procedures early in training.
C. A positive approach, to be effective, will point out the pleasurable features of aviation before the unpleasant possibilities are discussed.

1.6.1.2.9.A.4
In evaluating student demonstrations of piloting ability, it is important for the flight instructor to
A. remain silent and observe.
B. keep the student informed of progress.
C. explain errors in performance immediately.

1.6.1.4.0.A.1
Which obstacle to learning is a greater deterrent to learning pilot skills than is generally recognized?
A. Anxiety.
B. Impatience.
C. Physical discomfort.

1.6.1.4.1.A.1
What is the primary consideration in determining the length and frequency of flight instruction periods?
A. Fatigue.
B. Mental acuity
C. Instructor preparation.

1.6.1.4.2.A.1
Students quickly become apathetic when they
A. recognize that the instructor is not adequately prepared.
B. realize material is being withheld by the instructor.
C. understand the objectives toward which they are working.

1.6.1.4.4.A.1
In planning any instructional activity, the first consideration should be to
A. identify the blocks of learning which make up the overall objective.
B. establish common ground between the instructor and student.
C. determine the overall objectives and standards.

1.6.1.4.9.A.1
When it is impossible to conduct a scheduled lesson, it is preferable for the instructor to
A. proceed to the next scheduled lesson, or if this is not practical, cancel the lesson.
B. conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed.
C. review and possibly revise the training syllabus.

1.6.1.5.1.A.1
With regard to the characteristics of a well-planned lesson, each lesson should contain
A. every bit of information needed to reach the objective of the training syllabus.
B. one basic element of the principle, procedure, or skill appropriate to that lesson.
C. new material that is related to the lesson previously presented.

1.6.1.5.6.B.1
(Refer to figure 1.) Section G is titled:
A. Summary.
B. Completion Standards.
C. Evaluation.

1.6.0.0.4.B.1
Individuals make more progress learning if they have a clear objective. This is one feature of the principle of
A. readiness.
B. primacy.
C. willingness.

1.6.0.0.7.B.1
Things most often repeated are best remembered because of which principle of learning?
A. Principle of recency.
B. Principle of effect.
C. Principle of exercise.

1.6.0.0.9.B.1
Which principle of learning often determines the sequence of lectures within a course of instruction?
A. Principle of primacy.
B. Principle of recency.
C. Principle of intensity.

1.6.0.1.0.B.1
Which principle of learning often creates a strong impression?
A. Principle of readiness.
B. Principle of primacy.
C. Principle of intensity.

1.6.0.1.3.A.1
Which factor affecting perceptions is based on the effectiveness of the use of a properly planned training syllabus?
A. Basic need.
B. Goals and values.
C. Time and opportunity.

1.6.0.1.7.A.1
The mental grouping of affiliated perceptions is called
A. insights.
B. conceptualization.
C. association.

1.6.0.1.9.A.1
In the learning process, fear or the element of threat will
A. cause a student to focus on several areas of perception.
B. narrow the student's perceptual field.
C. decrease the rate of associative reactions.

1.6.0.2.0.A.1
Name one way an instructor can help develop student insights.
A. Provide a secure and nonthreatening environment in which to learn.
B. Point out various items to avoid during the learning process.
C. Keep learning blocks small so they are easier to understand.

1.6.0.2.1.A.1
Insights, as applied to learning, involve a person's
A. ability to recognize the reason for learning a procedure.
B. grouping of associated perceptions into meaningful wholes.
C. association of learning with change.

1.6.0.2.3.A.1
Motivations that cause a student to react with fear and anxiety are
A. negative.
B. tangible.
C. difficult to identify.

1.6.0.3.5.A.1
When the learning of similar things overshadows other learning experiences, it is called
A. suppression.
B. correlation.
C. interference.

1.6.0.3.9.A.1
The performance of rectangular patterns helps a student fly traffic patterns. What type transfer of learning is this?
A. Deliberate.
B. Positive.
C. Lateral.

1.6.0.3.9.A.5
Where is information for future use stored?
A. Short-term memory.
B. Sensory register.
C. Long-term memory.

1.6.0.4.0.A.4
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.

1.6.0.4.0.A.5
The listing of the hierarchy of objectives is often referred to as a
A. taxonomy.
B. skill.
C. domain.

1.6.0.4.1.A.1
Before a student can concentrate on learning, which human needs must be satisfied?
A. Security.
B. Physical.
C. Safety.

1.6.0.4.2.A.1
After individuals are physically comfortable and have no fear for their safety, which human needs become the prime influence on their behavior?
A. Egoistic.
B. Social.
C. Physical.

1.6.0.4.3.A.1
Which of the student's human needs offer the greatest challenge to an instructor?
A. Social.
B. Self-fulfillment.
C. Egoistic.

1.6.0.4.7.A.1
Taking physical or mental flight is a defense mechanism students use when they
A. lose interest during the advanced stages of training.
B. want to escape from frustrating situations.
C. cannot accept the real reasons for their behavior.

1.6.0.5.7.B.1
To be more likely to communicate effectively, an instructor should speak or write from a background of
A. knowing the ideas presented.
B. technical expertise.
C. up-to-date, stimulating material.

1.6.0.6.8.A.1
In the teaching process, which method of presentation is suitable for presenting new material, for summarizing ideas, and for showing relationships between theory and practice?
A. Lecture method.
B. Demonstration/performance method.
C. Integrated instruction method.

1.6.0.7.0.A.1
To enhance a student's acceptance of further instruction, the instructor should
A. establish performance standards a little above the student's actual ability.
B. keep the student informed of the progress made.
C. continually prod the student to maintain motivational levels.

1.6.0.8.0.B.1
An instructor can inspire active student participation during informal lectures through the use of
A. encouragement.
B. visual aids.
C. questions.

1.6.0.8.1.A.1
The distinguishing characteristic of an informal lecture is the
A. requirement for informal notes.
B. use of visual aids.
C. student's participation.

1.6.0.8.2.A.2
The most significant characteristic of group learning is that it
A. continually requires active participation of the student.
B. continually requires active participation of both the student and the instructor.
C. usually requires passive participation of the student.

1.6.0.8.2.A.3
The main advantage(s) with heterogeneous groups are that students tend to
A. think for themselves since they are in a group of dissimilar students.
B. interact and achieve in ways and at levels that are rarely found with other instructional strategies.
C. interact and achieve since they are in a group of similar students.

1.6.0.8.2.A.4
The main reason that students are put in cooperative learning groups is so they
A. learn and help each other.
B. can individually achieve greater success than if they were to study alone.
C. learn that teamwork is essential if all members are to learn equally well.

1.6.0.8.4.A.1
Which statement about the guided discussion method of teaching is true?
A. Unless the students have some knowledge to exchange with each other, they cannot reach the desired learning outcomes.
B. Students without a background in the subject can also be included in the discussion.
C. The lesson objective becomes apparent at the application level of learning.

1.6.0.8.8.A.1
When it appears students have adequately discussed the ideas presented during a guided discussion, one of the most valuable tools an instructor can use is
A. a written test on the subject discussed.
B. an interim summary of what the students accomplished.
C. a session of verbal testing.

1.6.0.9.0.A.1
In the demonstration/performance method of instruction, which two separate actions are performed concurrently?
A. Instructor explanation and demonstration.
B. Student performance and instructor supervision.
C. Instructor explanation and student demonstration.

1.6.0.9.8.A.2
Practical tests for pilot certification are
A. evaluation-referenced.
B. norm-referenced.
C. criterion-referenced.

1.6.0.9.8.A.3
The objective of the Practical Test Standards (PTS) is to ensure the certification of pilots at a high level of performance and proficiency, consistent with
A. the time available.
B. safety.
C. their abilities.

1.6.1.0.2.B.1
Regarding oral quizzes, what kind of question would be answered based on memory or recall?
A. A fact question.

B. a provocative question.
C. A thought question.

1.6.1.0.5.B.1
A written test has validity when it
A. samples liberally whatever is being measured.
B. measures what it is supposed to measure.
C. yields consistent results.

1.6.1.0.8.B.1
A written test having the characteristic of discrimination will
A. be easy to give and easily graded.
B. include a representative and comprehensive sampling of the course objectives.
C. distinguish between students both low and high in achievement.

1.6.1.1.0.A.1
Which type of test item creates the greatest probability of guessing?
A. Supply-type.
B. Multiple choice.
C. True-false.

1.6.1.1.1.A.1
Which is the main disadvantage of supply-type test items?
A. They are readily answered by guessing.
B. They cannot be graded with uniformity.
C. They are easily adapted to statistical analysis.

1.6.1.1.5.A.1
Which statement is true about multiple-choice test items that are intended to measure achievement at a higher level of learning?
A. The use of common errors as distracting alternatives to divert the student from the correct response is ineffective and invalid.
B. Some or all of the alternatives should be acceptable but only one should be clearly better than the others.
C. It is unethical to mislead students into selecting an incorrect alternative.

1.6.1.1.6.A.1
Which statement is true relative to effective multiple-choice test items?
A. Keep all alternatives of approximately equal length.
B. Negative words or phrases need not be emphasized.
C. Items should call for abstract background knowledge.

1.6.1.1.9.B.1
Which is a true statement concerning the use of instructional aids?
A. Instructional aids should be designed to cover the key points in a lesson.
B. Instructional aids ensure getting and holding the student's attention.
C. Instructional aids should not be used simply to cover a subject in less time.