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Time and opportunity. A perception factor in which
learning something is dependent on the student having the
time to sense and relate current experiences in context with
previous events.
Traditional assessment. Written testing, such as multiple
choice, matching, true/false, or fill-in-the-blank.
Training course outline. Within a curriculum, describes
the content of a particular course by statement of objectives,
descriptions of teaching aids, definition of evaluation criteria,
and indication of desired outcome.
Training media. Any physical means that communicates an
instructional message to students.
Training syllabus. A step by- step, building block progression
of learning with provisions for regular review and evaluations
at prescribed stages of learning. The syllabus defines the unit
of training, states by objective what the student is expected
to accomplish during the unit of training, shows an organized
plan for instruction, and dictates the evaluation process for
either the unit or stages of learning.
Transfer of learning. The ability to apply knowledge or
procedures learned in one context to new contexts.
G-8
Transition training. An instructional program designed
to familiarize and qualify a pilot to fly types of aircraft
not previously flown, such as tail wheel aircraft, high
performance aircraft, and aircraft capable of flying at high
altitudes.
True-false test item. A test item consisting of a statement
followed by an opportunity for the student to determine
whether the statement is true or false.
Understanding. A basic level of learning at which a
student comprehends or grasps the nature or meaning of
something.
Usability. The functionality of tests.
Validity. The extent to which a test measures what it is
supposed to measure.
Virtual Reality (VR). A form of computer-based technology
that creates a sensory experience allowing a participant to
believe and barely distinguish a virtual experience from a
real one. VR uses graphics with animation systems, sounds,
and images to reproduce electronic versions of real-life
experience.
Working or short-term memory. The portion of the brain
that receives information from the sensory register. This
portion of the brain can store information in memory for only
a short period of time. If the information is determined by an
individual to be important enough to remember, it must be
coded in some way for transmittal to long-term memory.
I-1
Index
A
abnormal reactions to stress ...........................................1-9
abstractions ................................................... 2-13, 3-4, 3-5
acceptable .......................................................................5-3
acceptance of the student ...............................................7-7
accept no unnecessary risk .............................................9-3
accept risk when benefits outweigh the costs ................9-3
accident prevention ........................................................7-6
accuracy of flight control .............................................8-10
acquiring knowledge ......................................................2-8
additional training and endorsements ..........................8-32
admit errors ....................................................................7-5
adult student .................................................................1-10
advantages and disadvantages of the lecture ...............4-12
aeronautical decision-making ......................................8-13
aesthetic ..........................................................................1-4
affective ........................................................................2-12
affective domain ...........................................................2-14
air traffic control ...................... 2-10, 5-7, 8-15, 8-27, 8-30
aircraft checkouts/transitions .......................................8-33
answering student questions ........................................5-11
anxiety .................................................................... 1-8, 8-5
apathy due to inadequate instruction ..............................8-5
application
for airman certification and/or rating .........................7-9
of the lesson ..............................................................4-22
approach students as individuals ....................................7-4
area of operation ............................................................5-9
assessing risk ................................................................8-22
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Aviation Instructor's Handbook航空教员手册(190)
