A pilot once knew light-gun signals but cannot retrieve them after years without review. Which explanation is most direct?
A. Negative transfer
B. Repression caused by emotional conflict
C. Primacy automatically replacing the signals
D. Fading through disuse and inadequate retrieval practice
Source: FAA-AIH -- Chapter 3, Forgetting—Disuse
During a first lesson, a learner is shivering and focused on an unsecured cabin door. What should the instructor do first?
A. Continue the lecture to preserve schedule
B. Address warmth and the perceived safety problem before demanding higher-level learning
C. Ask the learner to suppress the concern until after takeoff
D. Increase task difficulty to redirect attention
Source: FAA-AIH -- Chapter 2, Human Needs and Motivation
A learner arrives unprepared and says, “The reading could not matter because experienced pilots never use theory.” Which defense mechanism is most evident?
A. Rationalization
B. Compensation
C. Reaction formation
D. Fantasy
Source: FAA-AIH -- Chapter 2, Defense Mechanisms
After one correction, a learner becomes silent, grips the controls, and stops responding. Which instructor response is most effective?
A. Continue criticizing until the learner answers
B. Assume silence proves agreement
C. Stabilize the flight, reduce pressure, and invite the learner to explain the reaction privately
D. End all future training with the learner
Source: FAA-AIH -- Chapter 2, Learner Emotional Reactions
A learner wants an instrument rating mainly to transport family more reliably. How should the instructor use that motivation?
A. Dismiss the goal because only regulatory objectives matter
B. Promise that the rating will eliminate all weather delays
C. Connect lesson objectives to safer planning and the learner's stated goal while preserving realistic limits
D. Avoid discussing goals so instruction remains impersonal
Source: FAA-AIH -- Chapter 2, Motivation
