, Test bank for Human Learning 7th Edition Ormrod
W W W W W W W
CHAPTERW1
PERSPECTIVESWONWLEARNING
MultipleWChoiceWQuestions
HumanWbeingsWundoubtedlyWlearnWmoreWduringWtheWcourseWofWaWlifetimeWth
anWanyWotherWspeciesWonWearth.WTheWmajorWresultWofWthisWcapacityWtoWlearnWis
Wthat:
NewWinstinctsWbeginWtoWemerge.
HumanWthoughtWbecomesWlessWlogicalWwithWeachWgeneration.
WHumansWcanWbenefitWfromWtheirWexperiences.
HumansWareWtheWonlyWspeciesWwhoseWbehaviorWcannotWbeWanalyzedWin
WtermsWofWstimuliWandWresponses.
ThreeWofWtheWfollowingWareWexamplesWofWlearning.WWhichWoneWisWnot?
AbigailWcriesWwhenWsheWstepsWonWaWsharpWpebble.
AfterWmanyWhoursWofWheatedWdebate,WBrianWbeginsWtoWadvoca
teWpoliticalWpracticesWheWhasWpreviouslyWopposed.
CaraWsuddenlyWrecognizesWhowWtheWdivisionWfactW―24W’W4W=W6‖WisWrel
atedWtoWtheWmultiplicationWfactW―6WxW4W=W24.‖
DavidWhasWbeenWrunningWawayWfromWGermanWshepherdsWeverWsinceWh
eWwasWbittenWbyWaWGermanWshepherdWtwoWyearsWago.
ReyneldaWhasWtroubleWtracingWaWcomplexWshapeWwithWaWpencilWwhenWsheWi
sWinWkindergarten,WbutWsheWcanWdoWitWquiteWwellWbyWtheWtimeWsheWisWinWsecond
Wgrade.WIsWthisWanWinstanceWofWlearning?
Yes,WbecauseWherWbehaviorWhasWchanged.
No,WbecauseWtheWcircumstancesWareWtooWdissimilar.
Maybe,WalthoughWtheWchangeWmayWsimplyWbeWdueWtoWphysiol
ogicalWmaturation.
Maybe,WbutWonlyWifWsheWisWbeingWreinforcedWforWtracingWaccurately.
2
, ChapterW1W–
WPerspectivesWonWLearning
ThreeWofWtheWfollowingWillustrateWvariousWwaysWthatWlearningWmightWbeW refl
ectedWinWaWperson‘sWbehavior.WWhichWoneWofWtheWfollowingWchangesWdoesWnotW
necessarilyWreflectWlearning?
AlthoughWit‘sWaWschoolWnight,WDeanWplaysWvideoWgamesWuntilWwellWpast
WhisWusualWbedtime.WAsWheWbecomesWmoreWtired,WheWfindsWitWincreasing
lyWdifficultWtoWconcentrateWonWwhatWhe‘sWdoing.
EvenWasWaWyoungWchild,WJerryWcouldWtellWyouWthatWhisWgrandpare
ntsWimmigratedWtoWtheWUnitedWStatesWfromWIreland.WButWafterWaW
conversationWwithWhisWgrandmother,WheWcanWnowWdescribeWtheWc
ircumstancesWofWtheWfamily‘sWimmigrationWinWconsiderableWdetail
.
DayWafterWday,WMartinWpracticesWhisWbasketballWskillsW(shooting,W dribb
ling,Wetc.)WonWaWbasketballWcourtWatWaWlocalWpark.WWithWeachWpracticeWs
ession,WhisWmovementsWbecomeWfasterWandWsmoother.
LewisWoccasionallyWasksWforWhelpWwhenWheWhasWdifficultyWwithWhisWcl
asswork,WbutWmostWofWtheWtimeWheWjustWstrugglesWquietlyWonWhisWown.
WAfterWhisWteacherWassuresWhimWthatWaskingWforWhelpWisWnotWaWsignWofW
weaknessWorWinability,WheWbeginsWaskingWforWhelpWmuchWmoreWfrequen
tly.
researchWexaminesWlearningWinWtightlyWcontrolledWsettingsWand
researchWexaminesWlearningWinWreal-worldWsettings.
Applied;WBasicWBas
ic;WQualitativeWQual
itative;WAppliedWBa
sic;WApplied
AWprincipleWofWlearningWcanWbestWbeWcharacterizedWas:
AWdescriptionWofWtheWresultsWofWaWparticularWresearchWstudy
AWstatementWthatWdescribesWhowWaWparticularWfactorWaffectsWlearning
TheWmeasurementWofWhowWmuchWlearningWhasWoccurredWinWa
WparticularWsituation
AnWexplanationWofWtheWunderlyingWprocessesWthroughWwhichWlearningWoccurs
AWtheoryWofWlearningWcanWbestWbeWcharacterizedWas:
AWdescriptionWofWtheWresultsWofWaWparticularWresearchWstudy
AWstatementWthatWdescribesWhowWaWparticularWfactorWaffectsWlearning
TheWmeasurementWofWhowWmuchWlearningWhasWoccurredWinWa
WparticularWsituation
AnWexplanationWofWtheWunderlyingWprocessesWthroughWwhichWlearningWoccurs
3
, ChapterW1W–
WPerspectivesWonWLearning
ThreeWofWtheWfollowingWareWprinciplesWofWlearning.WWhichWoneWisWaWtheory
ofWlearningWratherWthanWaWprinciple?
AWbehaviorWthatWisWfollowedWbyWpunishmentWdecreasesWinWfrequency.
PeopleWlearnWbyWmakingWmentalWassociationsWbetweenWnewWinformatio
nWandWtheirWexistingWknowledge.
AWresponseWthatWisWrewardedWeveryWtimeWitWoccursWincreasesWmo
reWrapidlyWthanWaWresponseWthatWisWonlyWoccasionallyWrewarded.
StudentsWtendWtoWrememberWmoreWofWaWlectureWifWtheyWtakeWnote
sWonWtheWlecture‘sWcontent.
WhichWoneWofWtheWfollowingWcommonWsayingsWbestWreflectsWtheWconce
ptWofWintrospection?
―WhereWthere‘sWaWwill,Wthere‘sWaWway.‖
―NothingWventured,WnothingWgained.‖
―AWpennyWforWyourWthoughts.‖
―OldWhabitsWdieWhard.‖
WhichWoneWofWtheWfollowingWcommonWsayingsWbestWreflectsWtheWb
asicWpremiseWunderlyingWsocialWlearningWtheory?
―MonkeyWsee,WmonkeyWdo.‖
―SpareWtheWrodWandWspoilWtheWchild.‖
―AWfriendWinWneedWisWaWfriendWindeed.‖
―AWrollingWstoneWgathersWnoWmoss.‖
WhichWoneWofWtheWfollowingWstatementsWprovidesWtheWmostWcredibleWexplan
ationWforWtheWfactWthatWhumanWbeingsWseemWtoWsurpassWallWotherWanimalWspeci
esWinWtheirWthinkingWandWlearningWcapacities?
OnlyWhumanWbeingsWhaveWtheWcapabilityWtoWmakeWtools.
HumansWcommunicateWregularlyWwithWoneWanotherWand,WinWdoingWs
o,WpassWalongWwhatWthey‘veWlearnedWtoWfutureWgenerations.
HumanWbeingsWhaveWaWhugeWrepertoireWofWinstinctualWbehaviorsWfromW
whichWtheyWcanWdrawWwhenWtheyWencounterWnewWexperiences.
HumanWbrainsWareWsmallerWthanWthoseWofWotherWintelligentWspeciesW(e.
g.,Welephants,Wdolphins)WandWthereforeWcanWtransmitWmessagesWmoreWq
uicklyWandWefficiently.
4
W W W W W W W
CHAPTERW1
PERSPECTIVESWONWLEARNING
MultipleWChoiceWQuestions
HumanWbeingsWundoubtedlyWlearnWmoreWduringWtheWcourseWofWaWlifetimeWth
anWanyWotherWspeciesWonWearth.WTheWmajorWresultWofWthisWcapacityWtoWlearnWis
Wthat:
NewWinstinctsWbeginWtoWemerge.
HumanWthoughtWbecomesWlessWlogicalWwithWeachWgeneration.
WHumansWcanWbenefitWfromWtheirWexperiences.
HumansWareWtheWonlyWspeciesWwhoseWbehaviorWcannotWbeWanalyzedWin
WtermsWofWstimuliWandWresponses.
ThreeWofWtheWfollowingWareWexamplesWofWlearning.WWhichWoneWisWnot?
AbigailWcriesWwhenWsheWstepsWonWaWsharpWpebble.
AfterWmanyWhoursWofWheatedWdebate,WBrianWbeginsWtoWadvoca
teWpoliticalWpracticesWheWhasWpreviouslyWopposed.
CaraWsuddenlyWrecognizesWhowWtheWdivisionWfactW―24W’W4W=W6‖WisWrel
atedWtoWtheWmultiplicationWfactW―6WxW4W=W24.‖
DavidWhasWbeenWrunningWawayWfromWGermanWshepherdsWeverWsinceWh
eWwasWbittenWbyWaWGermanWshepherdWtwoWyearsWago.
ReyneldaWhasWtroubleWtracingWaWcomplexWshapeWwithWaWpencilWwhenWsheWi
sWinWkindergarten,WbutWsheWcanWdoWitWquiteWwellWbyWtheWtimeWsheWisWinWsecond
Wgrade.WIsWthisWanWinstanceWofWlearning?
Yes,WbecauseWherWbehaviorWhasWchanged.
No,WbecauseWtheWcircumstancesWareWtooWdissimilar.
Maybe,WalthoughWtheWchangeWmayWsimplyWbeWdueWtoWphysiol
ogicalWmaturation.
Maybe,WbutWonlyWifWsheWisWbeingWreinforcedWforWtracingWaccurately.
2
, ChapterW1W–
WPerspectivesWonWLearning
ThreeWofWtheWfollowingWillustrateWvariousWwaysWthatWlearningWmightWbeW refl
ectedWinWaWperson‘sWbehavior.WWhichWoneWofWtheWfollowingWchangesWdoesWnotW
necessarilyWreflectWlearning?
AlthoughWit‘sWaWschoolWnight,WDeanWplaysWvideoWgamesWuntilWwellWpast
WhisWusualWbedtime.WAsWheWbecomesWmoreWtired,WheWfindsWitWincreasing
lyWdifficultWtoWconcentrateWonWwhatWhe‘sWdoing.
EvenWasWaWyoungWchild,WJerryWcouldWtellWyouWthatWhisWgrandpare
ntsWimmigratedWtoWtheWUnitedWStatesWfromWIreland.WButWafterWaW
conversationWwithWhisWgrandmother,WheWcanWnowWdescribeWtheWc
ircumstancesWofWtheWfamily‘sWimmigrationWinWconsiderableWdetail
.
DayWafterWday,WMartinWpracticesWhisWbasketballWskillsW(shooting,W dribb
ling,Wetc.)WonWaWbasketballWcourtWatWaWlocalWpark.WWithWeachWpracticeWs
ession,WhisWmovementsWbecomeWfasterWandWsmoother.
LewisWoccasionallyWasksWforWhelpWwhenWheWhasWdifficultyWwithWhisWcl
asswork,WbutWmostWofWtheWtimeWheWjustWstrugglesWquietlyWonWhisWown.
WAfterWhisWteacherWassuresWhimWthatWaskingWforWhelpWisWnotWaWsignWofW
weaknessWorWinability,WheWbeginsWaskingWforWhelpWmuchWmoreWfrequen
tly.
researchWexaminesWlearningWinWtightlyWcontrolledWsettingsWand
researchWexaminesWlearningWinWreal-worldWsettings.
Applied;WBasicWBas
ic;WQualitativeWQual
itative;WAppliedWBa
sic;WApplied
AWprincipleWofWlearningWcanWbestWbeWcharacterizedWas:
AWdescriptionWofWtheWresultsWofWaWparticularWresearchWstudy
AWstatementWthatWdescribesWhowWaWparticularWfactorWaffectsWlearning
TheWmeasurementWofWhowWmuchWlearningWhasWoccurredWinWa
WparticularWsituation
AnWexplanationWofWtheWunderlyingWprocessesWthroughWwhichWlearningWoccurs
AWtheoryWofWlearningWcanWbestWbeWcharacterizedWas:
AWdescriptionWofWtheWresultsWofWaWparticularWresearchWstudy
AWstatementWthatWdescribesWhowWaWparticularWfactorWaffectsWlearning
TheWmeasurementWofWhowWmuchWlearningWhasWoccurredWinWa
WparticularWsituation
AnWexplanationWofWtheWunderlyingWprocessesWthroughWwhichWlearningWoccurs
3
, ChapterW1W–
WPerspectivesWonWLearning
ThreeWofWtheWfollowingWareWprinciplesWofWlearning.WWhichWoneWisWaWtheory
ofWlearningWratherWthanWaWprinciple?
AWbehaviorWthatWisWfollowedWbyWpunishmentWdecreasesWinWfrequency.
PeopleWlearnWbyWmakingWmentalWassociationsWbetweenWnewWinformatio
nWandWtheirWexistingWknowledge.
AWresponseWthatWisWrewardedWeveryWtimeWitWoccursWincreasesWmo
reWrapidlyWthanWaWresponseWthatWisWonlyWoccasionallyWrewarded.
StudentsWtendWtoWrememberWmoreWofWaWlectureWifWtheyWtakeWnote
sWonWtheWlecture‘sWcontent.
WhichWoneWofWtheWfollowingWcommonWsayingsWbestWreflectsWtheWconce
ptWofWintrospection?
―WhereWthere‘sWaWwill,Wthere‘sWaWway.‖
―NothingWventured,WnothingWgained.‖
―AWpennyWforWyourWthoughts.‖
―OldWhabitsWdieWhard.‖
WhichWoneWofWtheWfollowingWcommonWsayingsWbestWreflectsWtheWb
asicWpremiseWunderlyingWsocialWlearningWtheory?
―MonkeyWsee,WmonkeyWdo.‖
―SpareWtheWrodWandWspoilWtheWchild.‖
―AWfriendWinWneedWisWaWfriendWindeed.‖
―AWrollingWstoneWgathersWnoWmoss.‖
WhichWoneWofWtheWfollowingWstatementsWprovidesWtheWmostWcredibleWexplan
ationWforWtheWfactWthatWhumanWbeingsWseemWtoWsurpassWallWotherWanimalWspeci
esWinWtheirWthinkingWandWlearningWcapacities?
OnlyWhumanWbeingsWhaveWtheWcapabilityWtoWmakeWtools.
HumansWcommunicateWregularlyWwithWoneWanotherWand,WinWdoingWs
o,WpassWalongWwhatWthey‘veWlearnedWtoWfutureWgenerations.
HumanWbeingsWhaveWaWhugeWrepertoireWofWinstinctualWbehaviorsWfromW
whichWtheyWcanWdrawWwhenWtheyWencounterWnewWexperiences.
HumanWbrainsWareWsmallerWthanWthoseWofWotherWintelligentWspeciesW(e.
g.,Welephants,Wdolphins)WandWthereforeWcanWtransmitWmessagesWmoreWq
uicklyWandWefficiently.
4
