Term
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Definition
Repression
Denial
Compensation
Projection
Rationalization
Reaction Formation
Fantasy
Displacement |
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Term
| The defense mechanism whereby a person places uncomfortable thoughts into inaccessible areas of the unconscious mind. |
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Definition
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Term
| A refusal to accept external reality because it is too threatening. |
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Definition
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Term
| A process of psychologically counterbalancing perceived weaknesses by emphasizing strength in other areas. |
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Definition
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Term
| When an individual places his or her own unacceptable impulses onto someone else. |
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Definition
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Term
| A subconscious technique for justifying actions that otherwise would be unacceptable. |
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Definition
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Term
| A person fakes a belief opposite to the true belief because the true belief causes anxiety. |
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Definition
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Term
| This occurs when a student engages in daydreams about how things should be rather than doing anything about how things are. The student uses his or her imagination to escape from reality into a fictitious world—a world of success or pleasure. |
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Definition
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Term
| This defense mechanism results in an unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less threatening substitute. |
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Definition
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Term
| What are the 5 Maslow’s Hierarchy of Needs? |
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Definition
Physiological
Safety and Security
Love and Belonging
Self-esteem
Self Actualization |
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Term
| These are biological needs. They consist of the need for air, food, water, and maintenance of the human body. |
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Definition
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Term
| All humans have a need to feel safe. |
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Definition
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Term
| People seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love and affection. |
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Definition
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Term
| Humans have a need for a stable, firmly based, high level of self-respect and respect from others. |
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Definition
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Term
| A person’s need to be and do that which the person was “born to do.” To paraphrase an old Army recruiting slogan, self-actualization is to “be all you can be.” |
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Definition
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Term
| What are the 5 Hazardous Attitudes? |
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Definition
Anti-authority: “Don’t tell me.”
Impulsivity: “Do it quickly.”
Invulnerability: “It won’t happen to me.”
Macho: “I can do it.”
Resignation: “What’s the use?” |
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Term
| This attitude is found in people who do not like anyone telling them what to do. In a sense, they are saying, “No one can tell me what to do.” They may be resentful of having someone tell them what to do, or may regard rules, regulations, and procedures as silly or unnecessary. However, it is always pilot prerogative to question authority if it seems to be in error. |
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Definition
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Term
| This is the attitude of people who frequently feel the need to do something—anything—immediately. They do not stop to think about what they are about to do; they do not select the best alternative, and they do the first thing that comes to mind. |
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Definition
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Term
| Many people believe that accidents happen to others, but never to them. They know accidents can happen, and they know that anyone can be affected. They never really feel or believe that they will be personally involved. Pilots who think this way are more likely to take chances and increase risk. |
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Definition
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Term
| Pilots who are always trying to prove that they are better than anyone else are thinking, “I can do it, I’ll show them.” Pilots with this type of attitude will try to prove themselves by taking risks in order to impress others. While this pattern is thought to be a male characteristic, women are equally susceptible. |
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Definition
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Term
| 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. When things go well, the pilot is apt to think that it is good luck. When things go badly, the pilot may feel that “someone is out to get me,” or attribute it to bad luck. The pilot will leave the action to others, for better or worse. Sometimes, such pilots will even go along with unreasonable requests just to be a “nice guy.” |
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Definition
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Term
| What are the 5 factors that Affect Perception? |
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Definition
Self-concept
Time and Opportunity
Element of Threat
Physical Organism
Goals and Values |
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Term
| A student’s self-image, described in such terms as “confident” or “insecure,” has a great influence on the total perceptual process. If a student’s experiences tend to support a favorable self-image, the student tends to remain receptive to subsequent experiences. |
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Definition
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Term
| Learning some things depends on other perceptions, which have preceded these learnings, and on the availability of time to sense and relate these new things to the earlier perceptions. |
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Definition
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Term
| fear adversely affects perception by narrowing the perceptual field. Confronted with threat, students 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. |
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Definition
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Term
| This provides individuals with the perceptual apparatus for sensing the world around them. Pilots, for example, must be able to see, hear, feel, and respond adequately while they are in the air. |
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Definition
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Term
| Every experience and sensation, which is funneled into one’s central nervous system, is colored by the individual’s own beliefs and value structures. |
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Definition
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Term
| fear adversely affects perception by narrowing the perceptual field. Confronted with threat, students 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. |
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Definition
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Term
| What are the laws of Learning? |
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Definition
Readiness
Effect
Exercise
Primacy
Intensity
Recency |
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Term
| The basic needs of the learner must be satisfied before he or she is ready or capable of learning. |
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Definition
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Term
| All learning involves the formation of connections and connections are strengthened or weakened according to the law of effect. |
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Definition
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Term
| 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 learned in order to understand and remember the learning. |
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Definition
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Term
| the state of being first, often creates a strong, almost unshakable impression and underlies the reason an instructor must teach correctly the first time and the student must learn correctly the first time. For example, a maintenance student learns a faulty riveting technique. Now the instructor must correct the bad habit and reteach the correct technique. Relearning is more difficult than initial learning. |
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Definition
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Term
| 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 learning make a vivid impression and he or she is least likely to forget the experience. |
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Definition
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Term
| The principle of recency 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. |
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Definition
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Term
| What are the 3 domains of learning? |
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Definition
Cognitive
Affective
Psychomotor |
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Term
| One of the best known educational domains, it includes remembering specific facts (content knowledge) and concepts that help develop intellectual abilities and skills. |
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Definition
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Term
| This domain addresses a learner’s emotions toward the learning experience. It includes feelings, values, enthusiasms, motivations, and attitudes. |
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Definition
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Term
| This domain is skill based and includes physical movement, coordination, and use of the motor-skill areas. [Figure 2-12] Development of these skills requires repetitive practice and is measured in terms of speed, precision, distance, and techniques. |
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Definition
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Term
| What are the 4 Characteristics of Learning? |
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Definition
Learning is Purposeful
Learning is a result of Experience
Learning is Multifaceted
Learning is an active process |
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Term
| To be effective, the learning situation also should be purposeful, based on experience, multifaceted, and involve an active process. |
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Definition
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Term
| The student can learn only from personal experiences; therefore, learning and knowledge cannot exist apart from a person. |
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Definition
| Learning is a result of Experience |
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Term
Students learn much more than expected if they fully exercise their minds and feelings. The fact that these items were not included in the instructor’s plan does not prevent them from influencing the learning situation.
Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem-solving, and emotional. |
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Definition
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Term
| For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually. |
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Definition
| Learning is an Active Process |
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Term
| What are the 4 types of forgetting? |
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Definition
Retrieval Failure
Fading
Interference
Repression or Suppression |
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Term
| 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. |
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Definition
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Term
| a person forgets information that is not used for an extended period of time, that it fades away or decays. |
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Definition
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Term
| people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened. |
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Definition
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Term
| 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 conscious. |
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Definition
| Repression or Suppression |
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Term
| What are the three basic elements of communication? |
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Definition
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Term
| What are the 4 Barriers to Affect Communication? |
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Definition
Lack of common experience
Confusion between the symbol and symbolized
Overuse of abstractions
Interference |
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Term
| the greatest single barrier to effective communication. Communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the people concerned are similar. |
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Definition
| Lack of common experience |
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Term
| 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. |
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Definition
| Confusion between the symbol and symbolized |
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Term
| 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 students. |
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Definition
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Term
| the prevention of a process or activity from being carried out properly, is composed of factors outside the control of the instructor These factors include physiological, environmental, and psychological interference. |
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Definition
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Term
| What are the 8 General Characteristics of Effective Assessment? |
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Definition
Objective
Flexible
Acceptable
Comprehensive
Construction
Organized
Thoughtful
Specific |
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Term
| the personal opinions, likes, dislikes, or biases of the instructor. Instructors must not permit judgment of student performance to be influenced by their personal views of the student, favorable or unfavorable. Sympathy or over-identification with a student, to such a degree that it influences objectivity, is known as “halo error.” |
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Definition
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Term
| The instructor must evaluate the entire performance of a student in the context in which it is accomplished. Sometimes a good student turns in a poor performance, and a poor student turns in a good one. A friendly student may suddenly become hostile, or a hostile student may suddenly become friendly and cooperative. The instructor must fit the tone, technique, and content of the assessment to the occasion, as well as to the student. |
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Definition
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Term
| Students must have confidence in the instructor’s qualifications, teaching ability, sincerity, competence, and authority. Usually, instructors have the opportunity to establish themselves with students before the formal assessment arises. If not, however, the instructor’s manner, attitude, and familiarity with the subject at hand must serve this purpose. |
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Definition
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Term
| assessment is not necessarily a long one, nor must it treat every aspect of the performance in detail. The instructor must decide whether the greater benefit comes from a discussion of a few major points or a number of minor points. |
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Definition
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Term
| An assessment is pointless unless the student benefits from it. Praise for its own sake is of no value, but praise can be very effective in reinforcing and capitalizing on things that are done well, in order to inspire the student to improve in areas of lesser accomplishment. When identifying a mistake or weakness, the instructor must give positive guidance for correction. |
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Definition
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Term
| Almost any pattern is acceptable, as long as it is logical and makes sense to the student. An effective organizational pattern might be the sequence of the performance itself. |
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Definition
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Term
| The instructor must not minimize the inherent dignity and importance of the individual. Ridicule, anger, or fun at the expense of the student never has a place in assessment. While being straightforward and honest, the instructor should always respect the student’s personal feelings. |
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Definition
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Term
| Students cannot act on recommendations unless they know specifically what the recommendations are. |
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Definition
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