TEST BANK for Human Learning
8th Edition Ormrod, CHAPTER 1 - 15
, CHAPTER 1
PERSPECTIVES ON LEARNING
Multiple Choice Questions
Human beings undoubtedly learn more during the course of a lifetime than
any other species on earth. The major result of this capacity to learn is that:
New instincts begin to emerge.
Human thought becomes less logical with each generation.
Humans can benefit from their experiences.
Humans are the only species whose behavior cannot be analyzed in
terms of stimuli and responses.
Three of the following are examples of learning. Which one is not?
Abigail cries when she steps on a sharp pebble.
After many hours cof cheated cdebate, cBrian cbegins cto
cadvocatecpolitical cpractices che chas cpreviously copposed.
Cara csuddenly crecognizes chow cthe cdivision cfact c―24 c’ c4 c= c6‖ cis
crelated cto cthe cmultiplication cfact c―6 cx c 4 c= c24.‖
David chas cbeen crunning caway cfrom cGerman cshepherds cever
csince checwas cbitten cby ca cGerman cshepherd ctwo c years cago.
Reynelda chas ctrouble ctracing ca ccomplex cshape cwith ca cpencil cwhen cshe
cis cin ckindergarten, cbut cshe ccan cdo cit cquite cwell cby cthe ctime cshe cis cin
csecond cgrade. cIscthis can cinstance cof clearning?
Yes, cbecause cher cbehavior chas cchanged.
No, cbecause cthe ccircumstances care ctoo cdissimilar.
Maybe, calthough cthe cchange cmay csimply cbe
cdue ctocphysiological cmaturation.
Maybe, cbut conly cif cshe cis cbeing creinforced cfor ctracing caccurately.
2
, Chapter 1 – Perspectives on Learning
Three cof cthe cfollowing cillustrate cvarious cways cthat clearning cmight c be
creflected cin ca cperson‘s cbehavior. cWhich cone cof cthe cfollowing cchanges
cdoes cnot cnecessarily creflect clearning?
Although cit‘s ca cschool cnight, cDean cplays cvideo cgames cuntil cwell
cpast chiscusual cbedtime. cAs che cbecomes cmore ctired, che cfinds cit
cincreasingly cdifficult cto cconcentrate con cwhat che‘s cdoing.
Even cas ca cyoung cchild, cJerry ccould ctell cyou cthat chis
cgrandparents cimmigrated cto cthe cUnited cStates cfrom cIreland.
cBut cafter ca cconversation cwith chis cgrandmother, che ccan cnow
cdescribe cthe ccircumstances cof cthe cfamily‘s cimmigration cin
cconsiderable cdetail.
Day cafter cday, cMartin cpractices chis cbasketball cskills c (shooting,
cdribbling, cetc.) con ca cbasketball ccourt cat ca clocal cpark. cWith ceach
cpractice csession, chis cmovements cbecome cfaster cand csmoother.
Lewis coccasionally casks cfor chelp cwhen che chas cdifficulty cwith chis
cclasswork, cbut cmost cof cthe ctime che cjust cstruggles cquietly con chis
cown. cAfter chis cteacher cassures chim cthat casking cfor chelp cis cnot ca
csign cof cweakness cor cinability, che cbegins casking cfor chelp cmuch
cmore cfrequently.
c research cexamines clearning cin ctightly ccontrolled csettings cand
c research cexamines clearning cin creal-world csettings.
Applied; cBasic
cBasic; cQualitative
cQualitative;
cAppliedcBasic;
cApplied
A cprinciple cof clearning ccan cbest cbe ccharacterized cas:
A cdescription cof cthe cresults cof ca cparticular cresearch cstudy
A cstatement cthat cdescribes chow ca cparticular cfactor caffects clearning
The cmeasurement cof chow cmuch clearning chas coccurred
cin cacparticular csituation
An cexplanation cof cthe cunderlying cprocesses cthrough cwhich clearning coccurs
A ctheory cof clearning ccan cbest cbe ccharacterized cas:
A cdescription cof cthe cresults cof ca cparticular cresearch cstudy
A cstatement cthat cdescribes chow ca cparticular cfactor caffects clearning
The cmeasurement cof chow cmuch clearning chas coccurred
cin cacparticular csituation
An cexplanation cof cthe cunderlying cprocesses cthrough cwhich clearning coccurs
3
, Chapter 1 – Perspectives on Learning
Three cof cthe cfollowing care cprinciples cof clearning. cWhich cone cis ca ctheory
of clearning crather cthan ca cprinciple?
A cbehavior cthat cis cfollowed cby cpunishment cdecreases cin cfrequency.
People clearn cby cmaking cmental cassociations cbetween cnew
cinformationcand ctheir cexisting cknowledge.
A cresponse cthat cis crewarded cevery ctime cit coccurs cincreases
cmorecrapidly cthan ca cresponse cthat cis conly coccasionally
crewarded.
Students ctend cto cremember cmore cof ca clecture cif cthey ctake
cnotes concthe clecture‘s ccontent.
Which cone cof cthe cfollowing ccommon csayings cbest creflects cthe
cconceptcof cintrospection?
―Where cthere‘s ca cwill, cthere‘s ca cway.‖
―Nothing cventured, cnothing cgained.‖
―A cpenny cfor cyour cthoughts.‖
―Old chabits cdie chard.‖
Which cone cof cthe cfollowing ccommon csayings cbest creflects cthe
cbasiccpremise cunderlying csocial clearning ctheory?
―Monkey csee, cmonkey cdo.‖
―Spare cthe crod cand cspoil cthe cchild.‖
―A cfriend cin cneed cis ca cfriend cindeed.‖
―A crolling cstone cgathers cno cmoss.‖
Which cone cof cthe cfollowing cstatements cprovides cthe cmost ccredible
cexplanation cfor cthe cfact cthat chuman cbeings cseem cto csurpass call cother
canimalcspecies cin ctheir cthinking cand clearning ccapacities?
Only chuman cbeings chave cthe ccapability cto cmake ctools.
Humans ccommunicate cregularly cwith cone canother cand, cin
cdoing cso,cpass calong cwhat cthey‘ve clearned cto cfuture
cgenerations.
Human cbeings chave ca chuge crepertoire cof cinstinctual cbehaviors
cfromcwhich cthey ccan cdraw cwhen cthey cencounter cnew
cexperiences.
Human cbrains care csmaller cthan cthose cof cother cintelligent cspecies
c(e.g., celephants, cdolphins) cand ctherefore ccan ctransmit cmessages
cmore cquicklycand cefficiently.
4
8th Edition Ormrod, CHAPTER 1 - 15
, CHAPTER 1
PERSPECTIVES ON LEARNING
Multiple Choice Questions
Human beings undoubtedly learn more during the course of a lifetime than
any other species on earth. The major result of this capacity to learn is that:
New instincts begin to emerge.
Human thought becomes less logical with each generation.
Humans can benefit from their experiences.
Humans are the only species whose behavior cannot be analyzed in
terms of stimuli and responses.
Three of the following are examples of learning. Which one is not?
Abigail cries when she steps on a sharp pebble.
After many hours cof cheated cdebate, cBrian cbegins cto
cadvocatecpolitical cpractices che chas cpreviously copposed.
Cara csuddenly crecognizes chow cthe cdivision cfact c―24 c’ c4 c= c6‖ cis
crelated cto cthe cmultiplication cfact c―6 cx c 4 c= c24.‖
David chas cbeen crunning caway cfrom cGerman cshepherds cever
csince checwas cbitten cby ca cGerman cshepherd ctwo c years cago.
Reynelda chas ctrouble ctracing ca ccomplex cshape cwith ca cpencil cwhen cshe
cis cin ckindergarten, cbut cshe ccan cdo cit cquite cwell cby cthe ctime cshe cis cin
csecond cgrade. cIscthis can cinstance cof clearning?
Yes, cbecause cher cbehavior chas cchanged.
No, cbecause cthe ccircumstances care ctoo cdissimilar.
Maybe, calthough cthe cchange cmay csimply cbe
cdue ctocphysiological cmaturation.
Maybe, cbut conly cif cshe cis cbeing creinforced cfor ctracing caccurately.
2
, Chapter 1 – Perspectives on Learning
Three cof cthe cfollowing cillustrate cvarious cways cthat clearning cmight c be
creflected cin ca cperson‘s cbehavior. cWhich cone cof cthe cfollowing cchanges
cdoes cnot cnecessarily creflect clearning?
Although cit‘s ca cschool cnight, cDean cplays cvideo cgames cuntil cwell
cpast chiscusual cbedtime. cAs che cbecomes cmore ctired, che cfinds cit
cincreasingly cdifficult cto cconcentrate con cwhat che‘s cdoing.
Even cas ca cyoung cchild, cJerry ccould ctell cyou cthat chis
cgrandparents cimmigrated cto cthe cUnited cStates cfrom cIreland.
cBut cafter ca cconversation cwith chis cgrandmother, che ccan cnow
cdescribe cthe ccircumstances cof cthe cfamily‘s cimmigration cin
cconsiderable cdetail.
Day cafter cday, cMartin cpractices chis cbasketball cskills c (shooting,
cdribbling, cetc.) con ca cbasketball ccourt cat ca clocal cpark. cWith ceach
cpractice csession, chis cmovements cbecome cfaster cand csmoother.
Lewis coccasionally casks cfor chelp cwhen che chas cdifficulty cwith chis
cclasswork, cbut cmost cof cthe ctime che cjust cstruggles cquietly con chis
cown. cAfter chis cteacher cassures chim cthat casking cfor chelp cis cnot ca
csign cof cweakness cor cinability, che cbegins casking cfor chelp cmuch
cmore cfrequently.
c research cexamines clearning cin ctightly ccontrolled csettings cand
c research cexamines clearning cin creal-world csettings.
Applied; cBasic
cBasic; cQualitative
cQualitative;
cAppliedcBasic;
cApplied
A cprinciple cof clearning ccan cbest cbe ccharacterized cas:
A cdescription cof cthe cresults cof ca cparticular cresearch cstudy
A cstatement cthat cdescribes chow ca cparticular cfactor caffects clearning
The cmeasurement cof chow cmuch clearning chas coccurred
cin cacparticular csituation
An cexplanation cof cthe cunderlying cprocesses cthrough cwhich clearning coccurs
A ctheory cof clearning ccan cbest cbe ccharacterized cas:
A cdescription cof cthe cresults cof ca cparticular cresearch cstudy
A cstatement cthat cdescribes chow ca cparticular cfactor caffects clearning
The cmeasurement cof chow cmuch clearning chas coccurred
cin cacparticular csituation
An cexplanation cof cthe cunderlying cprocesses cthrough cwhich clearning coccurs
3
, Chapter 1 – Perspectives on Learning
Three cof cthe cfollowing care cprinciples cof clearning. cWhich cone cis ca ctheory
of clearning crather cthan ca cprinciple?
A cbehavior cthat cis cfollowed cby cpunishment cdecreases cin cfrequency.
People clearn cby cmaking cmental cassociations cbetween cnew
cinformationcand ctheir cexisting cknowledge.
A cresponse cthat cis crewarded cevery ctime cit coccurs cincreases
cmorecrapidly cthan ca cresponse cthat cis conly coccasionally
crewarded.
Students ctend cto cremember cmore cof ca clecture cif cthey ctake
cnotes concthe clecture‘s ccontent.
Which cone cof cthe cfollowing ccommon csayings cbest creflects cthe
cconceptcof cintrospection?
―Where cthere‘s ca cwill, cthere‘s ca cway.‖
―Nothing cventured, cnothing cgained.‖
―A cpenny cfor cyour cthoughts.‖
―Old chabits cdie chard.‖
Which cone cof cthe cfollowing ccommon csayings cbest creflects cthe
cbasiccpremise cunderlying csocial clearning ctheory?
―Monkey csee, cmonkey cdo.‖
―Spare cthe crod cand cspoil cthe cchild.‖
―A cfriend cin cneed cis ca cfriend cindeed.‖
―A crolling cstone cgathers cno cmoss.‖
Which cone cof cthe cfollowing cstatements cprovides cthe cmost ccredible
cexplanation cfor cthe cfact cthat chuman cbeings cseem cto csurpass call cother
canimalcspecies cin ctheir cthinking cand clearning ccapacities?
Only chuman cbeings chave cthe ccapability cto cmake ctools.
Humans ccommunicate cregularly cwith cone canother cand, cin
cdoing cso,cpass calong cwhat cthey‘ve clearned cto cfuture
cgenerations.
Human cbeings chave ca chuge crepertoire cof cinstinctual cbehaviors
cfromcwhich cthey ccan cdraw cwhen cthey cencounter cnew
cexperiences.
Human cbrains care csmaller cthan cthose cof cother cintelligent cspecies
c(e.g., celephants, cdolphins) cand ctherefore ccan ctransmit cmessages
cmore cquicklycand cefficiently.
4
