, Test bank for Human Learning 7th Edition Ormrod
V V V V V V V
CHAPTERV1
PERSPECTIVESVONVLEARNING
MultipleVChoiceVQuestions
HumanVbeingsVundoubtedlyVlearnVmoreVduringVtheVcourseVofVaVlifetimeVthan
VanyVotherVspeciesVonVearth.VTheVmajorVresultVofVthisVcapacityVtoVlearnVisVthat:
NewVinstinctsVbeginVtoVemerge.
HumanVthoughtVbecomesVlessVlogicalVwithVeachVgeneration.V
HumansVcanVbenefitVfromVtheirVexperiences.
HumansVareVtheVonlyVspeciesVwhoseVbehaviorVcannotVbeVanalyzedVinVte
rmsVofVstimuliVandVresponses.
ThreeVofVtheVfollowingVareVexamplesVofVlearning.VWhichVoneVisVnot?
AbigailVcriesVwhenVsheVstepsVonVaVsharpVpebble.
AfterVmanyVhoursVofVheatedVdebate,VBrianVbeginsVtoVadvocate
VpoliticalVpracticesVheVhasVpreviouslyVopposed.
CaraVsuddenlyVrecognizesVhowVtheVdivisionVfactV―24V’V4V=V6‖VisVrelate
dVtoVtheVmultiplicationVfactV―6VxV4V=V24.‖
DavidVhasVbeenVrunningVawayVfromVGermanVshepherdsVeverVsinceVheV
wasVbittenVbyVaVGermanVshepherdVtwoVyearsVago.
ReyneldaVhasVtroubleVtracingVaVcomplexVshapeVwithVaVpencilVwhenVsheVisVi
nVkindergarten,VbutVsheVcanVdoVitVquiteVwellVbyVtheVtimeVsheVisVinVsecondVgrade
.VIsVthisVanVinstanceVofVlearning?
Yes,VbecauseVherVbehaviorVhasVchanged.
No,VbecauseVtheVcircumstancesVareVtooVdissimilar.
Maybe,ValthoughVtheVchangeVmayVsimplyVbeVdueVtoVphysiolog
icalVmaturation.
Maybe,VbutVonlyVifVsheVisVbeingVreinforcedVforVtracingVaccurately.
2
, ChapterV1V–
VPerspectivesVonVLearning
ThreeVofVtheVfollowingVillustrateVvariousVwaysVthatVlearningVmightVbeV reflect
edVinVaVperson‘sVbehavior.VWhichVoneVofVtheVfollowingVchangesVdoesVnotVnecess
arilyVreflectVlearning?
AlthoughVit‘sVaVschoolVnight,VDeanVplaysVvideoVgamesVuntilVwellVpastVhi
sVusualVbedtime.VAsVheVbecomesVmoreVtired,VheVfindsVitVincreasinglyVdif
ficultVtoVconcentrateVonVwhatVhe‘sVdoing.
EvenVasVaVyoungVchild,VJerryVcouldVtellVyouVthatVhisVgrandparents
VimmigratedVtoVtheVUnitedVStatesVfromVIreland.VButVafterVaVconve
rsationVwithVhisVgrandmother,VheVcanVnowVdescribeVtheVcircumst
ancesVofVtheVfamily‘sVimmigrationVinVconsiderableVdetail.
DayVafterVday,VMartinVpracticesVhisVbasketballVskillsV(shooting,V dribblin
g,Vetc.)VonVaVbasketballVcourtVatVaVlocalVpark.VWithVeachVpracticeVsessio
n,VhisVmovementsVbecomeVfasterVandVsmoother.
LewisVoccasionallyVasksVforVhelpVwhenVheVhasVdifficultyVwithVhisVclass
work,VbutVmostVofVtheVtimeVheVjustVstrugglesVquietlyVonVhisVown.VAfter
VhisVteacherVassuresVhimVthatVaskingVforVhelpVisVnotVaVsignVofVweakness
VorVinability, VheVbeginsVaskingVforVhelpVmuchVmoreVfrequently.
researchVexaminesVlearningVinVtightlyVcontrolledVsettingsVand
researchVexaminesVlearningVinVreal-worldVsettings.
Applied;VBasicVBasi
c;VQualitativeVQuali
tative;VAppliedVBasi
c;VApplied
AVprincipleVofVlearningVcanVbestVbeVcharacterizedVas:
AVdescriptionVofVtheVresultsVofVaVparticularVresearchVstudy
AVstatementVthatVdescribesVhowVaVparticularVfactorVaffectsVlearning
TheVmeasurementVofVhowVmuchVlearningVhasVoccurredVinVaVp
articularVsituation
AnVexplanationVofVtheVunderlyingVprocessesVthroughVwhichVlearningVoccurs
AVtheoryVofVlearningVcanVbestVbeVcharacterizedVas:
AVdescriptionVofVtheVresultsVofVaVparticularVresearchVstudy
AVstatementVthatVdescribesVhowVaVparticularVfactorVaffectsVlearning
TheVmeasurementVofVhowVmuchVlearningVhasVoccurredVinVaVp
articularVsituation
AnVexplanationVofVtheVunderlyingVprocessesVthroughVwhichVlearningVoccurs
3
, ChapterV1V–
VPerspectivesVonVLearning
ThreeVofVtheVfollowingVareVprinciplesVofVlearning.VWhichVoneVisVaVtheory
ofVlearningVratherVthanVaVprinciple?
AVbehaviorVthatVisVfollowedVbyVpunishmentVdecreasesVinVfrequency.
PeopleVlearnVbyVmakingVmentalVassociationsVbetweenVnewVinformation
VandVtheirVexistingVknowledge.
AVresponseVthatVisVrewardedVeveryVtimeVitVoccursVincreasesVmoreV
rapidlyVthanVaVresponseVthatVisVonlyVoccasionallyVrewarded.
StudentsVtendVtoVrememberVmoreVofVaVlectureVifVtheyVtakeVnotesVo
nVtheVlecture‘sVcontent.
WhichVoneVofVtheVfollowingVcommonVsayingsVbestVreflectsVtheVconcept
VofVintrospection?
―WhereVthere‘sVaVwill,Vthere‘sVaVway.‖
―NothingVventured,VnothingVgained.‖
―AVpennyVforVyourVthoughts.‖
―OldVhabitsVdieVhard.‖
WhichVoneVofVtheVfollowingVcommonVsayingsVbestVreflectsVtheVbasi
cVpremiseVunderlyingVsocialVlearningVtheory?
―MonkeyVsee,VmonkeyVdo.‖
―SpareVtheVrodVandVspoilVtheVchild.‖
―AVfriendVinVneedVisVaVfriendVindeed.‖
―AVrollingVstoneVgathersVnoVmoss.‖
WhichVoneVofVtheVfollowingVstatementsVprovidesVtheVmostVcredibleVexplanat
ionVforVtheVfactVthatVhumanVbeingsVseemVtoVsurpassVallVotherVanimalVspeciesVin
VtheirVthinkingVandVlearningVcapacities?
OnlyVhumanVbeingsVhaveVtheVcapabilityVtoVmakeVtools.
HumansVcommunicateVregularlyVwithVoneVanotherVand,VinVdoingVso,V
passValongVwhatVthey‘veVlearnedVtoVfutureVgenerations.
HumanVbeingsVhaveVaVhugeVrepertoireVofVinstinctualVbehaviorsVfromVw
hichVtheyVcanVdrawVwhenVtheyVencounterVnewVexperiences.
HumanVbrainsVareVsmallerVthanVthoseVofVotherVintelligentVspeciesV(e.g.,
Velephants,Vdolphins)VandVthereforeVcanVtransmitVmessagesVmoreVquickl
yVandVefficiently.
4
V V V V V V V
CHAPTERV1
PERSPECTIVESVONVLEARNING
MultipleVChoiceVQuestions
HumanVbeingsVundoubtedlyVlearnVmoreVduringVtheVcourseVofVaVlifetimeVthan
VanyVotherVspeciesVonVearth.VTheVmajorVresultVofVthisVcapacityVtoVlearnVisVthat:
NewVinstinctsVbeginVtoVemerge.
HumanVthoughtVbecomesVlessVlogicalVwithVeachVgeneration.V
HumansVcanVbenefitVfromVtheirVexperiences.
HumansVareVtheVonlyVspeciesVwhoseVbehaviorVcannotVbeVanalyzedVinVte
rmsVofVstimuliVandVresponses.
ThreeVofVtheVfollowingVareVexamplesVofVlearning.VWhichVoneVisVnot?
AbigailVcriesVwhenVsheVstepsVonVaVsharpVpebble.
AfterVmanyVhoursVofVheatedVdebate,VBrianVbeginsVtoVadvocate
VpoliticalVpracticesVheVhasVpreviouslyVopposed.
CaraVsuddenlyVrecognizesVhowVtheVdivisionVfactV―24V’V4V=V6‖VisVrelate
dVtoVtheVmultiplicationVfactV―6VxV4V=V24.‖
DavidVhasVbeenVrunningVawayVfromVGermanVshepherdsVeverVsinceVheV
wasVbittenVbyVaVGermanVshepherdVtwoVyearsVago.
ReyneldaVhasVtroubleVtracingVaVcomplexVshapeVwithVaVpencilVwhenVsheVisVi
nVkindergarten,VbutVsheVcanVdoVitVquiteVwellVbyVtheVtimeVsheVisVinVsecondVgrade
.VIsVthisVanVinstanceVofVlearning?
Yes,VbecauseVherVbehaviorVhasVchanged.
No,VbecauseVtheVcircumstancesVareVtooVdissimilar.
Maybe,ValthoughVtheVchangeVmayVsimplyVbeVdueVtoVphysiolog
icalVmaturation.
Maybe,VbutVonlyVifVsheVisVbeingVreinforcedVforVtracingVaccurately.
2
, ChapterV1V–
VPerspectivesVonVLearning
ThreeVofVtheVfollowingVillustrateVvariousVwaysVthatVlearningVmightVbeV reflect
edVinVaVperson‘sVbehavior.VWhichVoneVofVtheVfollowingVchangesVdoesVnotVnecess
arilyVreflectVlearning?
AlthoughVit‘sVaVschoolVnight,VDeanVplaysVvideoVgamesVuntilVwellVpastVhi
sVusualVbedtime.VAsVheVbecomesVmoreVtired,VheVfindsVitVincreasinglyVdif
ficultVtoVconcentrateVonVwhatVhe‘sVdoing.
EvenVasVaVyoungVchild,VJerryVcouldVtellVyouVthatVhisVgrandparents
VimmigratedVtoVtheVUnitedVStatesVfromVIreland.VButVafterVaVconve
rsationVwithVhisVgrandmother,VheVcanVnowVdescribeVtheVcircumst
ancesVofVtheVfamily‘sVimmigrationVinVconsiderableVdetail.
DayVafterVday,VMartinVpracticesVhisVbasketballVskillsV(shooting,V dribblin
g,Vetc.)VonVaVbasketballVcourtVatVaVlocalVpark.VWithVeachVpracticeVsessio
n,VhisVmovementsVbecomeVfasterVandVsmoother.
LewisVoccasionallyVasksVforVhelpVwhenVheVhasVdifficultyVwithVhisVclass
work,VbutVmostVofVtheVtimeVheVjustVstrugglesVquietlyVonVhisVown.VAfter
VhisVteacherVassuresVhimVthatVaskingVforVhelpVisVnotVaVsignVofVweakness
VorVinability, VheVbeginsVaskingVforVhelpVmuchVmoreVfrequently.
researchVexaminesVlearningVinVtightlyVcontrolledVsettingsVand
researchVexaminesVlearningVinVreal-worldVsettings.
Applied;VBasicVBasi
c;VQualitativeVQuali
tative;VAppliedVBasi
c;VApplied
AVprincipleVofVlearningVcanVbestVbeVcharacterizedVas:
AVdescriptionVofVtheVresultsVofVaVparticularVresearchVstudy
AVstatementVthatVdescribesVhowVaVparticularVfactorVaffectsVlearning
TheVmeasurementVofVhowVmuchVlearningVhasVoccurredVinVaVp
articularVsituation
AnVexplanationVofVtheVunderlyingVprocessesVthroughVwhichVlearningVoccurs
AVtheoryVofVlearningVcanVbestVbeVcharacterizedVas:
AVdescriptionVofVtheVresultsVofVaVparticularVresearchVstudy
AVstatementVthatVdescribesVhowVaVparticularVfactorVaffectsVlearning
TheVmeasurementVofVhowVmuchVlearningVhasVoccurredVinVaVp
articularVsituation
AnVexplanationVofVtheVunderlyingVprocessesVthroughVwhichVlearningVoccurs
3
, ChapterV1V–
VPerspectivesVonVLearning
ThreeVofVtheVfollowingVareVprinciplesVofVlearning.VWhichVoneVisVaVtheory
ofVlearningVratherVthanVaVprinciple?
AVbehaviorVthatVisVfollowedVbyVpunishmentVdecreasesVinVfrequency.
PeopleVlearnVbyVmakingVmentalVassociationsVbetweenVnewVinformation
VandVtheirVexistingVknowledge.
AVresponseVthatVisVrewardedVeveryVtimeVitVoccursVincreasesVmoreV
rapidlyVthanVaVresponseVthatVisVonlyVoccasionallyVrewarded.
StudentsVtendVtoVrememberVmoreVofVaVlectureVifVtheyVtakeVnotesVo
nVtheVlecture‘sVcontent.
WhichVoneVofVtheVfollowingVcommonVsayingsVbestVreflectsVtheVconcept
VofVintrospection?
―WhereVthere‘sVaVwill,Vthere‘sVaVway.‖
―NothingVventured,VnothingVgained.‖
―AVpennyVforVyourVthoughts.‖
―OldVhabitsVdieVhard.‖
WhichVoneVofVtheVfollowingVcommonVsayingsVbestVreflectsVtheVbasi
cVpremiseVunderlyingVsocialVlearningVtheory?
―MonkeyVsee,VmonkeyVdo.‖
―SpareVtheVrodVandVspoilVtheVchild.‖
―AVfriendVinVneedVisVaVfriendVindeed.‖
―AVrollingVstoneVgathersVnoVmoss.‖
WhichVoneVofVtheVfollowingVstatementsVprovidesVtheVmostVcredibleVexplanat
ionVforVtheVfactVthatVhumanVbeingsVseemVtoVsurpassVallVotherVanimalVspeciesVin
VtheirVthinkingVandVlearningVcapacities?
OnlyVhumanVbeingsVhaveVtheVcapabilityVtoVmakeVtools.
HumansVcommunicateVregularlyVwithVoneVanotherVand,VinVdoingVso,V
passValongVwhatVthey‘veVlearnedVtoVfutureVgenerations.
HumanVbeingsVhaveVaVhugeVrepertoireVofVinstinctualVbehaviorsVfromVw
hichVtheyVcanVdrawVwhenVtheyVencounterVnewVexperiences.
HumanVbrainsVareVsmallerVthanVthoseVofVotherVintelligentVspeciesV(e.g.,
Velephants,Vdolphins)VandVthereforeVcanVtransmitVmessagesVmoreVquickl
yVandVefficiently.
4
