TEST BANK for Human Learning
Q Q Q Q Q
8th Edition Ormrod,CHAPTER 1 - 15
Q Q Q Q Q
, CHAPTERQ1
PERSPECTIVESQONQLEARNING
MultipleQChoiceQQuestions
HumanQbeingsQundoubtedlyQlearnQmoreQduringQtheQcourseQofQaQlifetimeQthan
QanyQotherQspeciesQonQearth.QTheQmajorQresultQofQthisQcapacityQtoQlearnQisQthat:
NewQinstinctsQbeginQtoQemerge.
HumanQthoughtQbecomesQlessQlogicalQwithQeachQgeneration.Q
HumansQcanQbenefitQfromQtheirQexperiences.
HumansQareQtheQonlyQspeciesQwhoseQbehaviorQcannotQbeQanalyzedQinQte
rmsQofQstimuliQandQresponses.
ThreeQofQtheQfollowingQareQexamplesQofQlearning.QWhichQoneQisQnot?
AbigailQcriesQwhenQsheQstepsQonQaQsharpQpebble.
AfterQmanyQhoursQofQheatedQdebate,QBrianQbeginsQtoQadvocate
QpoliticalQpracticesQheQhasQpreviouslyQopposed.
CaraQsuddenlyQrecognizesQhowQtheQdivisionQfactQ―24Q’Q4Q=Q6‖QisQrelate
dQtoQtheQmultiplicationQfactQ―6QxQ4Q=Q24.‖
DavidQhasQbeenQrunningQawayQfromQGermanQshepherdsQeverQsinceQheQ
wasQbittenQbyQaQGermanQshepherdQtwoQyearsQago.
ReyneldaQhasQtroubleQtracingQaQcomplexQshapeQwithQaQpencilQwhenQsheQisQi
nQkindergarten,QbutQsheQcanQdoQitQquiteQwellQbyQtheQtimeQsheQisQinQsecondQgrad
e.QIsQthisQanQinstanceQofQlearning?
Yes,QbecauseQherQbehaviorQhasQchanged.
No,QbecauseQtheQcircumstancesQareQtooQdissimilar.
Maybe,QalthoughQtheQchangeQmayQsimplyQbeQdueQtoQphysiolo
gicalQmaturation.
Maybe,QbutQonlyQifQsheQisQbeingQreinforcedQforQtracingQaccurately.
2
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQillustrateQvariousQwaysQthatQlearningQmightQ beQ reflect
edQinQaQperson‘sQbehavior.QWhichQoneQofQtheQfollowingQchangesQdoesQnotQnecess
arilyQreflectQlearning?
AlthoughQit‘sQaQschoolQnight,QDeanQplaysQvideoQgamesQuntilQwellQpastQhi
sQusualQbedtime.QAsQheQbecomesQmoreQtired,QheQfindsQitQincreasinglyQdif
ficultQtoQconcentrateQonQwhatQhe‘sQdoing.
EvenQasQaQyoungQchild,QJerryQcouldQtellQyouQthatQhisQgrandparent
sQimmigratedQtoQtheQUnitedQStatesQfromQIreland.QButQafterQaQconv
ersationQwithQhisQgrandmother,QheQcanQnowQdescribeQtheQcircums
tancesQofQtheQfamily‘sQimmigrationQinQconsiderableQdetail.
DayQafterQday,QMartinQpracticesQhisQbasketballQskillsQ (shooting,Qdribblin
g,Qetc.)QonQaQbasketballQcourtQatQaQlocalQpark.QWithQeachQpracticeQsessio
n,QhisQmovementsQbecomeQfasterQandQsmoother.
LewisQoccasionallyQasksQforQhelpQwhenQheQhasQdifficultyQwithQhisQclas
swork,QbutQmostQofQtheQtimeQheQjustQstrugglesQquietlyQonQhisQown.QAfte
rQhisQteacherQassuresQhimQthatQaskingQforQhelpQisQnotQaQsignQofQweakne
ssQorQinability,QheQbeginsQaskingQforQhelpQmuchQmoreQfrequently.
researchQexaminesQlearningQinQtightlyQcontrolledQsettingsQand
researchQexaminesQlearningQinQreal-worldQsettings.
Applied;QBasicQBasi
c;QQualitativeQQuali
tative;QAppliedQBasi
c;QApplied
AQprincipleQofQlearningQcanQbestQbeQcharacterizedQas:
AQdescriptionQofQtheQresultsQofQaQparticularQresearchQstudy
AQstatementQthatQdescribesQhowQaQparticularQfactorQaffectsQlearning
TheQmeasurementQofQhowQmuchQlearningQhasQoccurredQinQaQp
articularQsituation
AnQexplanationQofQtheQunderlyingQprocessesQthroughQwhichQlearningQoccurs
AQtheoryQofQlearningQcanQbestQbeQcharacterizedQas:
AQdescriptionQofQtheQresultsQofQaQparticularQresearchQstudy
AQstatementQthatQdescribesQhowQaQparticularQfactorQaffectsQlearning
TheQmeasurementQofQhowQmuchQlearningQhasQoccurredQinQaQp
articularQsituation
AnQexplanationQofQtheQunderlyingQprocessesQthroughQwhichQlearningQoccurs
3
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQareQprinciplesQofQlearning.QWhichQoneQisQaQtheory
ofQlearningQratherQthanQaQprinciple?
AQbehaviorQthatQisQfollowedQbyQpunishmentQdecreasesQinQfrequency.
PeopleQlearnQbyQmakingQmentalQassociationsQbetweenQnewQinformation
QandQtheirQexistingQknowledge.
AQresponseQthatQisQrewardedQeveryQtimeQitQoccursQincreasesQmoreQ
rapidlyQthanQaQresponseQthatQisQonlyQoccasionallyQrewarded.
StudentsQtendQtoQrememberQmoreQofQaQlectureQifQtheyQtakeQnotesQo
nQtheQlecture‘sQcontent.
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQconcept
ofQintrospection?
Q
―WhereQthere‘sQaQwill,Qthere‘sQaQway.‖
―NothingQventured,QnothingQgained.‖
―AQpennyQforQ yourQthoughts.‖
―OldQhabitsQdieQhard.‖
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQbasi
cQpremiseQunderlyingQsocialQlearningQtheory?
―MonkeyQ see,Q monkeyQ do.‖
―SpareQtheQrodQandQspoilQtheQchild.‖
―AQfriendQinQneedQisQaQfriendQindeed.‖
―AQrollingQstoneQgathersQnoQmoss.‖
WhichQoneQofQtheQfollowingQstatementsQprovidesQtheQmostQcredibleQexplanat
ionQforQtheQfactQthatQhumanQbeingsQseemQtoQsurpassQallQotherQanimalQspeciesQin
QtheirQthinkingQandQlearningQcapacities?
OnlyQhumanQbeingsQhaveQtheQcapabilityQtoQmakeQtools.
HumansQcommunicateQregularlyQwithQoneQanotherQand,QinQdoingQso,Q
passQalongQwhatQthey‘veQlearnedQtoQfutureQgenerations.
HumanQbeingsQhaveQaQhugeQrepertoireQofQinstinctualQbehaviorsQfromQw
hichQtheyQcanQdrawQwhenQtheyQencounterQnewQexperiences.
HumanQbrainsQareQsmallerQthanQthoseQofQotherQintelligentQspeciesQ(e.g.,
Qelephants,Qdolphins)QandQthereforeQcanQtransmitQmessagesQmoreQquickl
yQandQefficiently.
4
Q Q Q Q Q
8th Edition Ormrod,CHAPTER 1 - 15
Q Q Q Q Q
, CHAPTERQ1
PERSPECTIVESQONQLEARNING
MultipleQChoiceQQuestions
HumanQbeingsQundoubtedlyQlearnQmoreQduringQtheQcourseQofQaQlifetimeQthan
QanyQotherQspeciesQonQearth.QTheQmajorQresultQofQthisQcapacityQtoQlearnQisQthat:
NewQinstinctsQbeginQtoQemerge.
HumanQthoughtQbecomesQlessQlogicalQwithQeachQgeneration.Q
HumansQcanQbenefitQfromQtheirQexperiences.
HumansQareQtheQonlyQspeciesQwhoseQbehaviorQcannotQbeQanalyzedQinQte
rmsQofQstimuliQandQresponses.
ThreeQofQtheQfollowingQareQexamplesQofQlearning.QWhichQoneQisQnot?
AbigailQcriesQwhenQsheQstepsQonQaQsharpQpebble.
AfterQmanyQhoursQofQheatedQdebate,QBrianQbeginsQtoQadvocate
QpoliticalQpracticesQheQhasQpreviouslyQopposed.
CaraQsuddenlyQrecognizesQhowQtheQdivisionQfactQ―24Q’Q4Q=Q6‖QisQrelate
dQtoQtheQmultiplicationQfactQ―6QxQ4Q=Q24.‖
DavidQhasQbeenQrunningQawayQfromQGermanQshepherdsQeverQsinceQheQ
wasQbittenQbyQaQGermanQshepherdQtwoQyearsQago.
ReyneldaQhasQtroubleQtracingQaQcomplexQshapeQwithQaQpencilQwhenQsheQisQi
nQkindergarten,QbutQsheQcanQdoQitQquiteQwellQbyQtheQtimeQsheQisQinQsecondQgrad
e.QIsQthisQanQinstanceQofQlearning?
Yes,QbecauseQherQbehaviorQhasQchanged.
No,QbecauseQtheQcircumstancesQareQtooQdissimilar.
Maybe,QalthoughQtheQchangeQmayQsimplyQbeQdueQtoQphysiolo
gicalQmaturation.
Maybe,QbutQonlyQifQsheQisQbeingQreinforcedQforQtracingQaccurately.
2
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQillustrateQvariousQwaysQthatQlearningQmightQ beQ reflect
edQinQaQperson‘sQbehavior.QWhichQoneQofQtheQfollowingQchangesQdoesQnotQnecess
arilyQreflectQlearning?
AlthoughQit‘sQaQschoolQnight,QDeanQplaysQvideoQgamesQuntilQwellQpastQhi
sQusualQbedtime.QAsQheQbecomesQmoreQtired,QheQfindsQitQincreasinglyQdif
ficultQtoQconcentrateQonQwhatQhe‘sQdoing.
EvenQasQaQyoungQchild,QJerryQcouldQtellQyouQthatQhisQgrandparent
sQimmigratedQtoQtheQUnitedQStatesQfromQIreland.QButQafterQaQconv
ersationQwithQhisQgrandmother,QheQcanQnowQdescribeQtheQcircums
tancesQofQtheQfamily‘sQimmigrationQinQconsiderableQdetail.
DayQafterQday,QMartinQpracticesQhisQbasketballQskillsQ (shooting,Qdribblin
g,Qetc.)QonQaQbasketballQcourtQatQaQlocalQpark.QWithQeachQpracticeQsessio
n,QhisQmovementsQbecomeQfasterQandQsmoother.
LewisQoccasionallyQasksQforQhelpQwhenQheQhasQdifficultyQwithQhisQclas
swork,QbutQmostQofQtheQtimeQheQjustQstrugglesQquietlyQonQhisQown.QAfte
rQhisQteacherQassuresQhimQthatQaskingQforQhelpQisQnotQaQsignQofQweakne
ssQorQinability,QheQbeginsQaskingQforQhelpQmuchQmoreQfrequently.
researchQexaminesQlearningQinQtightlyQcontrolledQsettingsQand
researchQexaminesQlearningQinQreal-worldQsettings.
Applied;QBasicQBasi
c;QQualitativeQQuali
tative;QAppliedQBasi
c;QApplied
AQprincipleQofQlearningQcanQbestQbeQcharacterizedQas:
AQdescriptionQofQtheQresultsQofQaQparticularQresearchQstudy
AQstatementQthatQdescribesQhowQaQparticularQfactorQaffectsQlearning
TheQmeasurementQofQhowQmuchQlearningQhasQoccurredQinQaQp
articularQsituation
AnQexplanationQofQtheQunderlyingQprocessesQthroughQwhichQlearningQoccurs
AQtheoryQofQlearningQcanQbestQbeQcharacterizedQas:
AQdescriptionQofQtheQresultsQofQaQparticularQresearchQstudy
AQstatementQthatQdescribesQhowQaQparticularQfactorQaffectsQlearning
TheQmeasurementQofQhowQmuchQlearningQhasQoccurredQinQaQp
articularQsituation
AnQexplanationQofQtheQunderlyingQprocessesQthroughQwhichQlearningQoccurs
3
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQareQprinciplesQofQlearning.QWhichQoneQisQaQtheory
ofQlearningQratherQthanQaQprinciple?
AQbehaviorQthatQisQfollowedQbyQpunishmentQdecreasesQinQfrequency.
PeopleQlearnQbyQmakingQmentalQassociationsQbetweenQnewQinformation
QandQtheirQexistingQknowledge.
AQresponseQthatQisQrewardedQeveryQtimeQitQoccursQincreasesQmoreQ
rapidlyQthanQaQresponseQthatQisQonlyQoccasionallyQrewarded.
StudentsQtendQtoQrememberQmoreQofQaQlectureQifQtheyQtakeQnotesQo
nQtheQlecture‘sQcontent.
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQconcept
ofQintrospection?
Q
―WhereQthere‘sQaQwill,Qthere‘sQaQway.‖
―NothingQventured,QnothingQgained.‖
―AQpennyQforQ yourQthoughts.‖
―OldQhabitsQdieQhard.‖
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQbasi
cQpremiseQunderlyingQsocialQlearningQtheory?
―MonkeyQ see,Q monkeyQ do.‖
―SpareQtheQrodQandQspoilQtheQchild.‖
―AQfriendQinQneedQisQaQfriendQindeed.‖
―AQrollingQstoneQgathersQnoQmoss.‖
WhichQoneQofQtheQfollowingQstatementsQprovidesQtheQmostQcredibleQexplanat
ionQforQtheQfactQthatQhumanQbeingsQseemQtoQsurpassQallQotherQanimalQspeciesQin
QtheirQthinkingQandQlearningQcapacities?
OnlyQhumanQbeingsQhaveQtheQcapabilityQtoQmakeQtools.
HumansQcommunicateQregularlyQwithQoneQanotherQand,QinQdoingQso,Q
passQalongQwhatQthey‘veQlearnedQtoQfutureQgenerations.
HumanQbeingsQhaveQaQhugeQrepertoireQofQinstinctualQbehaviorsQfromQw
hichQtheyQcanQdrawQwhenQtheyQencounterQnewQexperiences.
HumanQbrainsQareQsmallerQthanQthoseQofQotherQintelligentQspeciesQ(e.g.,
Qelephants,Qdolphins)QandQthereforeQcanQtransmitQmessagesQmoreQquickl
yQandQefficiently.
4
