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 of heated debate, Brian begins to advocate
political practices he has previously opposed.
Cara suddenly recognizes how the division fact ―24 ’ 4 = 6‖ is related
to the multiplication fact ―6 x 4 = 24.‖
David has been running away from German shepherds ever since he
was bitten by a German shepherd two years ago.
Reynelda has trouble tracing a complex shape with a pencil when she is in
kindergarten, but she can do it quite well by the time she is in second grade. Is
this an instance of learning?
Yes, because her behavior has changed.
No, because the circumstances are too dissimilar.
Maybe, although the change may simply be due to
physiological maturation.
Maybe, but only if she is being reinforced for tracing accurately.
2
, Chapter 1 – Perspectives on Learning
Three vof vthe vfollowing villustrate vvarious vways vthat vlearning vmight v be
vreflected vin va vperson‘s vbehavior. vWhich vone vof vthe vfollowing vchanges
vdoes vnot vnecessarily vreflect vlearning?
Although vit‘s va vschool vnight, vDean vplays vvideo vgames vuntil vwell
vpast vhisvusual vbedtime. vAs vhe vbecomes vmore vtired, vhe vfinds vit
vincreasingly vdifficult vto vconcentrate von vwhat vhe‘s vdoing.
Even vas va vyoung vchild, vJerry vcould vtell vyou vthat vhis
vgrandparents vimmigrated vto vthe vUnited vStates vfrom vIreland.
vBut vafter va vconversation vwith vhis vgrandmother, vhe vcan vnow
vdescribe vthe vcircumstances vof vthe vfamily‘s vimmigration vin
vconsiderable vdetail.
Day vafter vday, vMartin vpractices vhis vbasketball vskills v (shooting,
vdribbling, vetc.) von va vbasketball vcourt vat va vlocal vpark. vWith veach
vpractice vsession, vhis vmovements vbecome vfaster vand vsmoother.
Lewis voccasionally vasks vfor vhelp vwhen vhe vhas vdifficulty vwith vhis
vclasswork, vbut vmost vof vthe vtime vhe vjust vstruggles vquietly von vhis
vown. vAfter vhis vteacher vassures vhim vthat vasking vfor vhelp vis vnot va
vsign vof vweakness vor vinability, vhe vbegins vasking vfor vhelp vmuch
vmore vfrequently.
v research vexamines vlearning vin vtightly vcontrolled vsettings vand
v research vexamines vlearning vin vreal-world vsettings.
Applied; vBasic
vBasic; vQualitative
vQualitative;
vAppliedvBasic;
vApplied
A vprinciple vof vlearning vcan vbest vbe vcharacterized vas:
A vdescription vof vthe vresults vof va vparticular vresearch vstudy
A vstatement vthat vdescribes vhow va vparticular vfactor vaffects vlearning
The vmeasurement vof vhow vmuch vlearning vhas voccurred
vin vavparticular vsituation
An vexplanation vof vthe vunderlying vprocesses vthrough vwhich vlearning voccurs
A vtheory vof vlearning vcan vbest vbe vcharacterized vas:
A vdescription vof vthe vresults vof va vparticular vresearch vstudy
A vstatement vthat vdescribes vhow va vparticular vfactor vaffects vlearning
The vmeasurement vof vhow vmuch vlearning vhas voccurred
vin vavparticular vsituation
An vexplanation vof vthe vunderlying vprocesses vthrough vwhich vlearning voccurs
3
, Chapter 1 – Perspectives on Learning
Three vof vthe vfollowing vare vprinciples vof vlearning. vWhich vone vis va vtheory
of vlearning vrather vthan va vprinciple?
A vbehavior vthat vis vfollowed vby vpunishment vdecreases vin vfrequency.
People vlearn vby vmaking vmental vassociations vbetween vnew
vinformationvand vtheir vexisting vknowledge.
A vresponse vthat vis vrewarded vevery vtime vit voccurs vincreases
vmorevrapidly vthan va vresponse vthat vis vonly voccasionally
vrewarded.
Students vtend vto vremember vmore vof va vlecture vif vthey vtake
vnotes vonvthe vlecture‘s vcontent.
Which vone vof vthe vfollowing vcommon vsayings vbest vreflects vthe
vconceptvof vintrospection?
―Where vthere‘s va vwill, vthere‘s va vway.‖
―Nothing vventured, vnothing vgained.‖
―A vpenny vfor vyour vthoughts.‖
―Old vhabits vdie vhard.‖
Which vone vof vthe vfollowing vcommon vsayings vbest vreflects vthe
vbasicvpremise vunderlying vsocial vlearning vtheory?
―Monkey vsee, vmonkey vdo.‖
―Spare vthe vrod vand vspoil vthe vchild.‖
―A vfriend vin vneed vis va vfriend vindeed.‖
―A vrolling vstone vgathers vno vmoss.‖
Which vone vof vthe vfollowing vstatements vprovides vthe vmost vcredible
vexplanation vfor vthe vfact vthat vhuman vbeings vseem vto vsurpass vall vother
vanimalvspecies vin vtheir vthinking vand vlearning vcapacities?
Only vhuman vbeings vhave vthe vcapability vto vmake vtools.
Humans vcommunicate vregularly vwith vone vanother vand, vin
vdoing vso,vpass valong vwhat vthey‘ve vlearned vto vfuture
vgenerations.
Human vbeings vhave va vhuge vrepertoire vof vinstinctual vbehaviors
vfromvwhich vthey vcan vdraw vwhen vthey vencounter vnew
vexperiences.
Human vbrains vare vsmaller vthan vthose vof vother vintelligent vspecies
v(e.g., velephants, vdolphins) vand vtherefore vcan vtransmit vmessages
vmore vquicklyvand vefficiently.
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 of heated debate, Brian begins to advocate
political practices he has previously opposed.
Cara suddenly recognizes how the division fact ―24 ’ 4 = 6‖ is related
to the multiplication fact ―6 x 4 = 24.‖
David has been running away from German shepherds ever since he
was bitten by a German shepherd two years ago.
Reynelda has trouble tracing a complex shape with a pencil when she is in
kindergarten, but she can do it quite well by the time she is in second grade. Is
this an instance of learning?
Yes, because her behavior has changed.
No, because the circumstances are too dissimilar.
Maybe, although the change may simply be due to
physiological maturation.
Maybe, but only if she is being reinforced for tracing accurately.
2
, Chapter 1 – Perspectives on Learning
Three vof vthe vfollowing villustrate vvarious vways vthat vlearning vmight v be
vreflected vin va vperson‘s vbehavior. vWhich vone vof vthe vfollowing vchanges
vdoes vnot vnecessarily vreflect vlearning?
Although vit‘s va vschool vnight, vDean vplays vvideo vgames vuntil vwell
vpast vhisvusual vbedtime. vAs vhe vbecomes vmore vtired, vhe vfinds vit
vincreasingly vdifficult vto vconcentrate von vwhat vhe‘s vdoing.
Even vas va vyoung vchild, vJerry vcould vtell vyou vthat vhis
vgrandparents vimmigrated vto vthe vUnited vStates vfrom vIreland.
vBut vafter va vconversation vwith vhis vgrandmother, vhe vcan vnow
vdescribe vthe vcircumstances vof vthe vfamily‘s vimmigration vin
vconsiderable vdetail.
Day vafter vday, vMartin vpractices vhis vbasketball vskills v (shooting,
vdribbling, vetc.) von va vbasketball vcourt vat va vlocal vpark. vWith veach
vpractice vsession, vhis vmovements vbecome vfaster vand vsmoother.
Lewis voccasionally vasks vfor vhelp vwhen vhe vhas vdifficulty vwith vhis
vclasswork, vbut vmost vof vthe vtime vhe vjust vstruggles vquietly von vhis
vown. vAfter vhis vteacher vassures vhim vthat vasking vfor vhelp vis vnot va
vsign vof vweakness vor vinability, vhe vbegins vasking vfor vhelp vmuch
vmore vfrequently.
v research vexamines vlearning vin vtightly vcontrolled vsettings vand
v research vexamines vlearning vin vreal-world vsettings.
Applied; vBasic
vBasic; vQualitative
vQualitative;
vAppliedvBasic;
vApplied
A vprinciple vof vlearning vcan vbest vbe vcharacterized vas:
A vdescription vof vthe vresults vof va vparticular vresearch vstudy
A vstatement vthat vdescribes vhow va vparticular vfactor vaffects vlearning
The vmeasurement vof vhow vmuch vlearning vhas voccurred
vin vavparticular vsituation
An vexplanation vof vthe vunderlying vprocesses vthrough vwhich vlearning voccurs
A vtheory vof vlearning vcan vbest vbe vcharacterized vas:
A vdescription vof vthe vresults vof va vparticular vresearch vstudy
A vstatement vthat vdescribes vhow va vparticular vfactor vaffects vlearning
The vmeasurement vof vhow vmuch vlearning vhas voccurred
vin vavparticular vsituation
An vexplanation vof vthe vunderlying vprocesses vthrough vwhich vlearning voccurs
3
, Chapter 1 – Perspectives on Learning
Three vof vthe vfollowing vare vprinciples vof vlearning. vWhich vone vis va vtheory
of vlearning vrather vthan va vprinciple?
A vbehavior vthat vis vfollowed vby vpunishment vdecreases vin vfrequency.
People vlearn vby vmaking vmental vassociations vbetween vnew
vinformationvand vtheir vexisting vknowledge.
A vresponse vthat vis vrewarded vevery vtime vit voccurs vincreases
vmorevrapidly vthan va vresponse vthat vis vonly voccasionally
vrewarded.
Students vtend vto vremember vmore vof va vlecture vif vthey vtake
vnotes vonvthe vlecture‘s vcontent.
Which vone vof vthe vfollowing vcommon vsayings vbest vreflects vthe
vconceptvof vintrospection?
―Where vthere‘s va vwill, vthere‘s va vway.‖
―Nothing vventured, vnothing vgained.‖
―A vpenny vfor vyour vthoughts.‖
―Old vhabits vdie vhard.‖
Which vone vof vthe vfollowing vcommon vsayings vbest vreflects vthe
vbasicvpremise vunderlying vsocial vlearning vtheory?
―Monkey vsee, vmonkey vdo.‖
―Spare vthe vrod vand vspoil vthe vchild.‖
―A vfriend vin vneed vis va vfriend vindeed.‖
―A vrolling vstone vgathers vno vmoss.‖
Which vone vof vthe vfollowing vstatements vprovides vthe vmost vcredible
vexplanation vfor vthe vfact vthat vhuman vbeings vseem vto vsurpass vall vother
vanimalvspecies vin vtheir vthinking vand vlearning vcapacities?
Only vhuman vbeings vhave vthe vcapability vto vmake vtools.
Humans vcommunicate vregularly vwith vone vanother vand, vin
vdoing vso,vpass valong vwhat vthey‘ve vlearned vto vfuture
vgenerations.
Human vbeings vhave va vhuge vrepertoire vof vinstinctual vbehaviors
vfromvwhich vthey vcan vdraw vwhen vthey vencounter vnew
vexperiences.
Human vbrains vare vsmaller vthan vthose vof vother vintelligent vspecies
v(e.g., velephants, vdolphins) vand vtherefore vcan vtransmit vmessages
vmore vquicklyvand vefficiently.
4
