II!
TEST BANK for Human Learning
II! II! II! II! II! II!
8th Edition Ormrod, CHAPTER 1 - 15
II! II! II! II! II! II! II!
,II!
CHAPTER 1 II! II!
II!
PERSPECTIVES ON LEARNING II! II! II!
Multiple Choice Questions
II! II! II!
II!
Human beings undoubtedly learn more during the course of a lifetime than any
II! II! II! II! II! II! II! II! II! II! II! II!
II! other species on earth. The major result of this capacity to learn is that:
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
New instincts begin to emerge. II! II! II! II! II!
Human thought becomes less logical with each generation. II! II! II! II! II! II! II! II!
Humans can benefit from their experiences. II! II! II! II! II! II!
Humans are the only species whose behavior cannot be analyzed in terms II! II! II! II! II! II! II! II! II! II! II!
of stimuli and responses.II! II! II! II! II!
II!
Three of the following are examples of learning. Which one is not?
II! II! II! II! II! II! II! II! II! II! II! II!
Abigail cries when she steps on a sharp pebble. II! II! II! II! II! II! II! II! II!
After many hours of heated debate, Brian begins to advocate political II! II! II! II! II! II! II! II! II! II!
practices he has previously opposed.
II! II! II! II! II! II!
Cara suddenly recognizes how the division fact ―24 ’ 4 = 6‖ is related to
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
the multiplication fact ―6 x 4 = 24.‖
II! II! II! II! II! II! II! II! II!
David has been running away from German shepherds ever since he was II! II! II! II! II! II! II! II! II! II! II!
bitten by a German shepherd two years ago.
II! II! II! II! II! II! II! II! II!
II!
Reynelda has trouble tracing a complex shape with a pencil when she is in II! II! II! II! II! II! II! II! II! II! II! II! II!
II! kindergarten, but she can do it quite well by the time she is in second grade. Is this II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! an instance of learning?
II! II! II! II!
Yes, because her behavior has changed. II! II! II! II! II! II!
No, because the circumstances are too dissimilar. II! II! II! II! II! II! II!
Maybe, although the change may simply be due to physiological II! II! II! II! II! II! II! II! II!
maturation. II! II!
Maybe, but only if she is being reinforced for tracing accurately. II! II! II! II! II! II! II! II! II! II! II!
II!
Three of the following illustrate various ways that learning might be reflected
II! II! II! II! II! II! II! II! II! II! II!
II! in a person‘s behavior. Which one of the following changes does not necessarily
II! II! II! II! II! II! II! II! II! II! II! II!
II! reflect learning? II! II!
Although it‘s a school night, Dean plays video games until well past his II! II! II! II! II! II! II! II! II! II! II! II!
usual bedtime. As he becomes more tired, he finds it increasingly
II! II! II! II! II! II! II! II! II! II! II!
difficult to concentrate on what he‘s doing.
II! II! II! II! II! II! II! II!
Even as a young child, Jerry could tell you that his grandparents II! II! II! II! II! II! II! II! II! II! II!
immigrated to the United States from Ireland. But after a conversation
II! II! II! II! II! II! II! II! II! II! II!
with his grandmother, he can now describe the circumstances of the
II! II! II! II! II! II! II! II! II! II! II!
family‘s immigration in considerable detail.
II! II! II! II! II! II!
2
, Chapter 1 – Perspectives on Learning
Day after day, Martin practices his basketball skills (shooting, dribbling,
II! II! II! II! II! II! II! II! II!
etc.) on a basketball court at a local park. With each practice session, his
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
movements become faster and smoother.
II! II! II! II! II! II!
Lewis occasionally asks for help when he has difficulty with his
II! II! II! II! II! II! II! II! II! II!
classwork, but most of the time he just struggles quietly on his own. After
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
his teacher assures him that asking for help is not a sign of weakness or
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
inability, he begins asking for help much more frequently.
II! II! II! II! II! II! II! II! II! II!
II! II! research examines learning in tightly controlled settings and II! II! II! II! II! II! II! II!
II! II! research examines learning in real-world settings. II! II! II! II! II! II!
Applied; Basic II! II!
Basic; Qualitative II! II!
Qualitative; Applied II! II!
Basic; Applied II! II!
II!
A principle of learning can best be characterized as:
II! II! II! II! II! II! II! II! II!
A description of the results of a particular research study
II! II! II! II! II! II! II! II! II! II!
A statement that describes how a particular factor affects learning The
II! II! II! II! II! II! II! II! II! II!
measurement of how much learning has occurred in a particular situation
II! II! II! II! II! II! II! II! II! II! II!
An explanation of the underlying processes through which learning occurs
II!
II!
II! II! II! II! II! II! II! II! II!
II!
A theory of learning can best be characterized as:
II! II! II! II! II! II! II! II! II!
A description of the results of a particular research study
II! II! II! II! II! II! II! II! II! II!
A statement that describes how a particular factor affects learning
II! II! II! II! II! II! II! II! II!
The measurement of how much learning has occurred in a
II! II! II! II! II! II! II! II! II! II!
particular situation
II! II! II!
An explanation of the underlying processes through which learning occurs
II! II! II! II! II! II! II! II! II! II!
3
, Chapter 1 – Perspectives on Learning
II!
Three of the following are principles of learning. Which one is a theory of
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! learning rather than a principle?
II! II! II! II! II!
A behavior that is followed by punishment decreases in frequency.
II! II! II! II! II! II! II! II! II! II!
People learn by making mental associations between new information II! II! II! II! II! II! II! II!
and their existing knowledge.
II! II! II! II! II!
A response that is rewarded every time it occurs increases more
II! II! II! II! II! II! II! II! II! II!
rapidly than a response that is only occasionally rewarded. Students
II! II! II! II! II! II! II! II! II! II!
tend to remember more of a lecture if they take notes on the
II! II! II! II! II! II! II! II! II! II! II! II! II!
lecture‘s content.
II! II! II!
II!
Which one of the following common sayings best reflects the concept of
II! II! II! II! II! II! II! II! II! II! II!
II! introspection? II!
―Where there‘s a will, there‘s a way.‖ II! II! II! II! II! II! II!
―Nothing ventured, nothing gained.‖ II! II! II! II!
―A penny for your thoughts.‖ II! II! II! II!
―Old habits die hard.‖
II! II! II! II! II!
II!
Which one of the following common sayings best reflects the basic premise
II! II! II! II! II! II! II! II! II! II! II!
II! underlying social learning theory? II! II! II! II!
―Monkey see, monkey do.‖ II! II! II! II!
―Spare the rod and spoil the child.‖ II! II! II! II! II! II! II!
―A friend in need is a friend indeed.‖ II! II! II! II! II! II! II!
―A rolling stone gathers no moss.‖
II! II! II! II! II! II! II!
II!
Which one of the following statements provides the most credible
II! II! II! II! II! II! II! II! II!
II! explanation for the fact that human beings seem to surpass all other animal
II! II! II! II! II! II! II! II! II! II! II! II!
II! species in their thinking and learning capacities?
II! II! II! II! II! II! II!
Only human beings have the capability to make tools.
II! II! II! II! II! II! II! II! II!
Humans communicate regularly with one another and, in doing so, II! II! II! II! II! II! II! II! II!
pass along what they‘ve learned to future generations.
II! II! II! II! II! II! II! II! II!
Human beings have a huge repertoire of instinctual behaviors from II! II! II! II! II! II! II! II! II!
which they can draw when they encounter new experiences.
II! II! II! II! II! II! II! II! II! II!
Human brains are smaller than those of other intelligent species (e.g., II! II! II! II! II! II! II! II! II! II!
elephants, dolphins) and therefore can transmit messages more quickly
II! II! II! II! II! II! II! II! II!
and efficiently.
II! II! II!
II!
Behaviorists and cognitivists tend to focus on different aspects of learning.
II! II! II! II! II! II! II! II! II! II!
II! Which one of the following statements best describes this difference?
II! II! II! II! II! II! II! II! II! II!
Behaviorism focuses on temporary changes; cognitivism focuses on II! II! II! II! II! II! II!
relatively permanent changes.
II! II! II! II!
Behaviorism focuses on relatively permanent changes; cognitivism II! II! II! II! II! II!
focuses on temporary changes.
II! II! II! II! II!
4
TEST BANK for Human Learning
II! II! II! II! II! II!
8th Edition Ormrod, CHAPTER 1 - 15
II! II! II! II! II! II! II!
,II!
CHAPTER 1 II! II!
II!
PERSPECTIVES ON LEARNING II! II! II!
Multiple Choice Questions
II! II! II!
II!
Human beings undoubtedly learn more during the course of a lifetime than any
II! II! II! II! II! II! II! II! II! II! II! II!
II! other species on earth. The major result of this capacity to learn is that:
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
New instincts begin to emerge. II! II! II! II! II!
Human thought becomes less logical with each generation. II! II! II! II! II! II! II! II!
Humans can benefit from their experiences. II! II! II! II! II! II!
Humans are the only species whose behavior cannot be analyzed in terms II! II! II! II! II! II! II! II! II! II! II!
of stimuli and responses.II! II! II! II! II!
II!
Three of the following are examples of learning. Which one is not?
II! II! II! II! II! II! II! II! II! II! II! II!
Abigail cries when she steps on a sharp pebble. II! II! II! II! II! II! II! II! II!
After many hours of heated debate, Brian begins to advocate political II! II! II! II! II! II! II! II! II! II!
practices he has previously opposed.
II! II! II! II! II! II!
Cara suddenly recognizes how the division fact ―24 ’ 4 = 6‖ is related to
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
the multiplication fact ―6 x 4 = 24.‖
II! II! II! II! II! II! II! II! II!
David has been running away from German shepherds ever since he was II! II! II! II! II! II! II! II! II! II! II!
bitten by a German shepherd two years ago.
II! II! II! II! II! II! II! II! II!
II!
Reynelda has trouble tracing a complex shape with a pencil when she is in II! II! II! II! II! II! II! II! II! II! II! II! II!
II! kindergarten, but she can do it quite well by the time she is in second grade. Is this II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! an instance of learning?
II! II! II! II!
Yes, because her behavior has changed. II! II! II! II! II! II!
No, because the circumstances are too dissimilar. II! II! II! II! II! II! II!
Maybe, although the change may simply be due to physiological II! II! II! II! II! II! II! II! II!
maturation. II! II!
Maybe, but only if she is being reinforced for tracing accurately. II! II! II! II! II! II! II! II! II! II! II!
II!
Three of the following illustrate various ways that learning might be reflected
II! II! II! II! II! II! II! II! II! II! II!
II! in a person‘s behavior. Which one of the following changes does not necessarily
II! II! II! II! II! II! II! II! II! II! II! II!
II! reflect learning? II! II!
Although it‘s a school night, Dean plays video games until well past his II! II! II! II! II! II! II! II! II! II! II! II!
usual bedtime. As he becomes more tired, he finds it increasingly
II! II! II! II! II! II! II! II! II! II! II!
difficult to concentrate on what he‘s doing.
II! II! II! II! II! II! II! II!
Even as a young child, Jerry could tell you that his grandparents II! II! II! II! II! II! II! II! II! II! II!
immigrated to the United States from Ireland. But after a conversation
II! II! II! II! II! II! II! II! II! II! II!
with his grandmother, he can now describe the circumstances of the
II! II! II! II! II! II! II! II! II! II! II!
family‘s immigration in considerable detail.
II! II! II! II! II! II!
2
, Chapter 1 – Perspectives on Learning
Day after day, Martin practices his basketball skills (shooting, dribbling,
II! II! II! II! II! II! II! II! II!
etc.) on a basketball court at a local park. With each practice session, his
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
movements become faster and smoother.
II! II! II! II! II! II!
Lewis occasionally asks for help when he has difficulty with his
II! II! II! II! II! II! II! II! II! II!
classwork, but most of the time he just struggles quietly on his own. After
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
his teacher assures him that asking for help is not a sign of weakness or
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
inability, he begins asking for help much more frequently.
II! II! II! II! II! II! II! II! II! II!
II! II! research examines learning in tightly controlled settings and II! II! II! II! II! II! II! II!
II! II! research examines learning in real-world settings. II! II! II! II! II! II!
Applied; Basic II! II!
Basic; Qualitative II! II!
Qualitative; Applied II! II!
Basic; Applied II! II!
II!
A principle of learning can best be characterized as:
II! II! II! II! II! II! II! II! II!
A description of the results of a particular research study
II! II! II! II! II! II! II! II! II! II!
A statement that describes how a particular factor affects learning The
II! II! II! II! II! II! II! II! II! II!
measurement of how much learning has occurred in a particular situation
II! II! II! II! II! II! II! II! II! II! II!
An explanation of the underlying processes through which learning occurs
II!
II!
II! II! II! II! II! II! II! II! II!
II!
A theory of learning can best be characterized as:
II! II! II! II! II! II! II! II! II!
A description of the results of a particular research study
II! II! II! II! II! II! II! II! II! II!
A statement that describes how a particular factor affects learning
II! II! II! II! II! II! II! II! II!
The measurement of how much learning has occurred in a
II! II! II! II! II! II! II! II! II! II!
particular situation
II! II! II!
An explanation of the underlying processes through which learning occurs
II! II! II! II! II! II! II! II! II! II!
3
, Chapter 1 – Perspectives on Learning
II!
Three of the following are principles of learning. Which one is a theory of
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! learning rather than a principle?
II! II! II! II! II!
A behavior that is followed by punishment decreases in frequency.
II! II! II! II! II! II! II! II! II! II!
People learn by making mental associations between new information II! II! II! II! II! II! II! II!
and their existing knowledge.
II! II! II! II! II!
A response that is rewarded every time it occurs increases more
II! II! II! II! II! II! II! II! II! II!
rapidly than a response that is only occasionally rewarded. Students
II! II! II! II! II! II! II! II! II! II!
tend to remember more of a lecture if they take notes on the
II! II! II! II! II! II! II! II! II! II! II! II! II!
lecture‘s content.
II! II! II!
II!
Which one of the following common sayings best reflects the concept of
II! II! II! II! II! II! II! II! II! II! II!
II! introspection? II!
―Where there‘s a will, there‘s a way.‖ II! II! II! II! II! II! II!
―Nothing ventured, nothing gained.‖ II! II! II! II!
―A penny for your thoughts.‖ II! II! II! II!
―Old habits die hard.‖
II! II! II! II! II!
II!
Which one of the following common sayings best reflects the basic premise
II! II! II! II! II! II! II! II! II! II! II!
II! underlying social learning theory? II! II! II! II!
―Monkey see, monkey do.‖ II! II! II! II!
―Spare the rod and spoil the child.‖ II! II! II! II! II! II! II!
―A friend in need is a friend indeed.‖ II! II! II! II! II! II! II!
―A rolling stone gathers no moss.‖
II! II! II! II! II! II! II!
II!
Which one of the following statements provides the most credible
II! II! II! II! II! II! II! II! II!
II! explanation for the fact that human beings seem to surpass all other animal
II! II! II! II! II! II! II! II! II! II! II! II!
II! species in their thinking and learning capacities?
II! II! II! II! II! II! II!
Only human beings have the capability to make tools.
II! II! II! II! II! II! II! II! II!
Humans communicate regularly with one another and, in doing so, II! II! II! II! II! II! II! II! II!
pass along what they‘ve learned to future generations.
II! II! II! II! II! II! II! II! II!
Human beings have a huge repertoire of instinctual behaviors from II! II! II! II! II! II! II! II! II!
which they can draw when they encounter new experiences.
II! II! II! II! II! II! II! II! II! II!
Human brains are smaller than those of other intelligent species (e.g., II! II! II! II! II! II! II! II! II! II!
elephants, dolphins) and therefore can transmit messages more quickly
II! II! II! II! II! II! II! II! II!
and efficiently.
II! II! II!
II!
Behaviorists and cognitivists tend to focus on different aspects of learning.
II! II! II! II! II! II! II! II! II! II!
II! Which one of the following statements best describes this difference?
II! II! II! II! II! II! II! II! II! II!
Behaviorism focuses on temporary changes; cognitivism focuses on II! II! II! II! II! II! II!
relatively permanent changes.
II! II! II! II!
Behaviorism focuses on relatively permanent changes; cognitivism II! II! II! II! II! II!
focuses on temporary changes.
II! II! II! II! II!
4
