TEST BANK for Human Learning
f f f f f
8th Edition Ormrod,CHAPTER 1 - 15
f f f f f
, CHAPTER f1
PERSPECTIVES fON fLEARNING
Multiple fChoice fQuestions
Human fbeings fundoubtedly flearn fmore fduring fthe fcourse fof fa flifetime fthan
any fother fspecies fon fearth. fThe fmajor fresult fof fthis fcapacity fto flearn fis fthat:
f
New finstincts fbegin fto femerge.
Human fthought fbecomes fless flogical fwith feach fgeneration.
fHumans fcan fbenefit ffrom ftheir fexperiences.
Humans fare fthe fonly fspecies fwhose fbehavior fcannot fbe fanalyzed fin
fterms fof fstimuli fand fresponses.
Three fof fthe ffollowing fare fexamples fof flearning. fWhich fone fis fnot?
Abigail fcries fwhen fshe fsteps fon fa fsharp fpebble.
After fmany fhours fof fheated fdebate, fBrian fbegins fto fadvocate
fpolitical fpractices fhe fhas fpreviously fopposed.
Cara fsuddenlyfrecognizes fhow fthe fdivision ffact f―24 f’ f4 f= f6‖ fis frelated fto
fthe fmultiplication ffact f―6 fx f4 f= f24.‖
David fhas fbeen frunning fawayffrom fGerman fshepherds fever fsince fhe
fwas fbitten fby fa fGerman fshepherd ftwo fyears fago.
Reynelda fhas ftrouble ftracing fa fcomplex fshape fwith fa fpencil fwhen fshe fis fin
fkindergarten, fbut fshe fcan fdo fit fquite fwell fby fthe ftime fshe fis fin fsecond fgrade. fIs
fthis fan finstance fof flearning?
Yes, fbecause fher fbehavior fhas fchanged.
No, fbecause fthe fcircumstances fare ftoo fdissimilar.
Maybe, falthough fthe fchange fmay fsimply fbe fdue fto
fphysiological fmaturation.
Maybe, fbut fonly fif fshe fis fbeing freinforced ffor ftracing faccurately.
2
, Chapter f1 f– fPerspectives fon fLearning
Three fof fthe ffollowing fillustrate fvarious fways fthat flearning fmight f be
f reflected fin fa fperson‘s fbehavior. fWhich fone fof fthe ffollowing fchanges fdoes fnot
fnecessarily freflect flearning?
Although fit‘s fa fschool fnight, fDean fplays fvideo fgames funtil fwell fpast fhis
fusual fbedtime. fAs fhe fbecomes fmore ftired, fhe ffinds fit fincreasingly
fdifficult fto fconcentrate fon fwhat fhe‘s fdoing.
Even fas fa fyoung fchild, fJerry fcould ftell fyou fthat fhis fgrandparents
fimmigrated fto fthe fUnited fStates ffrom fIreland. fBut fafter fa
fconversation fwith fhis fgrandmother, fhe fcan fnow fdescribe fthe
fcircumstances fof fthe ffamily‘s fimmigration fin fconsiderable fdetail.
Day fafter fday, fMartin fpractices fhis fbasketball fskills f (shooting,
fdribbling, fetc.) fon fa fbasketball fcourt fat fa flocal fpark. fWith feach fpractice
fsession, fhis fmovements fbecome ffaster fand fsmoother.
Lewis foccasionally fasks ffor fhelp fwhen fhe fhas fdifficulty fwith fhis
fclasswork, fbut fmost fof fthe ftime fhe fjust fstruggles fquietly fon fhis fown.
fAfter fhis fteacher fassures fhim fthat fasking ffor fhelp fis fnot fa fsign fof
fweakness for finability, fhe fbegins fasking ffor fhelp fmuch fmore ffrequently.
research fexamines flearning fin ftightly fcontrolled fsettings fand
research fexamines flearning fin freal-world fsettings.
Applied; fBasic
fBasic; fQualitative
fQualitative; fApplied
fBasic; fApplied
A fprinciple fof flearning fcan fbest fbe fcharacterized fas:
A fdescription fof fthe fresults fof fa fparticular fresearch fstudy
A fstatement fthat fdescribes fhow fa fparticular ffactor faffects flearning
The fmeasurement fof fhow fmuch flearning fhas foccurred fin fa
fparticular fsituation
An fexplanation fof fthe funderlying fprocesses fthrough fwhich flearning foccurs
A ftheory fof flearning fcan fbest fbe fcharacterized fas:
A fdescription fof fthe fresults fof fa fparticular fresearch fstudy
A fstatement fthat fdescribes fhow fa fparticular ffactor faffects flearning
The fmeasurement fof fhow fmuch flearning fhas foccurred fin fa
fparticular fsituation
An fexplanation fof fthe funderlying fprocesses fthrough fwhich flearning foccurs
3
, Chapter f1 f– fPerspectives fon fLearning
Three fof fthe ffollowing fare fprinciples fof flearning. fWhich fone fis fa ftheory
of flearning frather fthan fa fprinciple?
A fbehavior fthat fis ffollowed fby fpunishment fdecreases fin ffrequency.
People flearn fby fmaking fmental fassociations fbetween fnew finformation
fand ftheir fexisting fknowledge.
A fresponse fthat fis frewarded fevery ftime fit foccurs fincreases fmore
frapidly fthan fa fresponse fthat fis fonly foccasionally frewarded.
Students ftend fto fremember fmore fof fa flecture fif fthey ftake fnotes
u u u u u u u u u u u u
fon f the flecture‘s fcontent.
u u u
Which fone fof fthe ffollowing fcommon fsayings fbest freflects fthe
u u u u u u u u u u
concept f of fintrospection?
f u u
―Where f there‘s f a f will, f there‘s f a f way.‖
u u u u u u
―Nothing fventured, f nothing f gained.‖ u u u
―A f penny ffor f your f thoughts.‖
u u u u
―Old f habits f die f hard.‖ u u u
Which fone fof fthe ffollowing fcommon fsayings fbest freflects fthe
u u u u u u u u u u
fbasic f premise funderlying fsocial flearning ftheory?
u u u u u
―Monkey fsee, f monkey fdo.‖ u u u
―Spare fthe f rod f and f spoil f the f child.‖
u u u u u u
―A f friend f in f need f is f a f friend f indeed.‖
u u u u u u u
―A f rolling fstone f gathers f no f moss.‖
u u u u u
Which fone fof fthe ffollowing fstatements fprovides fthe fmost fcredible
u u u u u u u u u u
fexplanation ffor fthe ffact fthat fhuman fbeings fseem fto fsurpass fall fother
u u u u u u u u u u u u
fanimal f species fin ftheir fthinking fand flearning fcapacities?
u u u u u u u
Only fhuman f beings f have f the f capability fto f make f tools.
u u u u u u u u
Humans f communicate f regularly fwith f one f another f and, f in f doing fso,
u u u u u u u u u u
pass f along f what f they‘ve f learned f to f future f generations.
u u u u u u u
Human fbeings f have f a fhuge f repertoire fof f instinctual fbehaviors ffrom
u u u u u u u u u u
which f they fcan f draw f when f they fencounter fnew f experiences.
u u u u u u u u
Human fbrains fare fsmaller fthan fthose fof fother fintelligent fspecies
u u u u u u u u u u
f(e.g., f elephants, fdolphins) fand ftherefore fcan ftransmit fmessages
u u u u u u u u
fmore fquickly f and fefficiently.
u u u
4
f f f f f
8th Edition Ormrod,CHAPTER 1 - 15
f f f f f
, CHAPTER f1
PERSPECTIVES fON fLEARNING
Multiple fChoice fQuestions
Human fbeings fundoubtedly flearn fmore fduring fthe fcourse fof fa flifetime fthan
any fother fspecies fon fearth. fThe fmajor fresult fof fthis fcapacity fto flearn fis fthat:
f
New finstincts fbegin fto femerge.
Human fthought fbecomes fless flogical fwith feach fgeneration.
fHumans fcan fbenefit ffrom ftheir fexperiences.
Humans fare fthe fonly fspecies fwhose fbehavior fcannot fbe fanalyzed fin
fterms fof fstimuli fand fresponses.
Three fof fthe ffollowing fare fexamples fof flearning. fWhich fone fis fnot?
Abigail fcries fwhen fshe fsteps fon fa fsharp fpebble.
After fmany fhours fof fheated fdebate, fBrian fbegins fto fadvocate
fpolitical fpractices fhe fhas fpreviously fopposed.
Cara fsuddenlyfrecognizes fhow fthe fdivision ffact f―24 f’ f4 f= f6‖ fis frelated fto
fthe fmultiplication ffact f―6 fx f4 f= f24.‖
David fhas fbeen frunning fawayffrom fGerman fshepherds fever fsince fhe
fwas fbitten fby fa fGerman fshepherd ftwo fyears fago.
Reynelda fhas ftrouble ftracing fa fcomplex fshape fwith fa fpencil fwhen fshe fis fin
fkindergarten, fbut fshe fcan fdo fit fquite fwell fby fthe ftime fshe fis fin fsecond fgrade. fIs
fthis fan finstance fof flearning?
Yes, fbecause fher fbehavior fhas fchanged.
No, fbecause fthe fcircumstances fare ftoo fdissimilar.
Maybe, falthough fthe fchange fmay fsimply fbe fdue fto
fphysiological fmaturation.
Maybe, fbut fonly fif fshe fis fbeing freinforced ffor ftracing faccurately.
2
, Chapter f1 f– fPerspectives fon fLearning
Three fof fthe ffollowing fillustrate fvarious fways fthat flearning fmight f be
f reflected fin fa fperson‘s fbehavior. fWhich fone fof fthe ffollowing fchanges fdoes fnot
fnecessarily freflect flearning?
Although fit‘s fa fschool fnight, fDean fplays fvideo fgames funtil fwell fpast fhis
fusual fbedtime. fAs fhe fbecomes fmore ftired, fhe ffinds fit fincreasingly
fdifficult fto fconcentrate fon fwhat fhe‘s fdoing.
Even fas fa fyoung fchild, fJerry fcould ftell fyou fthat fhis fgrandparents
fimmigrated fto fthe fUnited fStates ffrom fIreland. fBut fafter fa
fconversation fwith fhis fgrandmother, fhe fcan fnow fdescribe fthe
fcircumstances fof fthe ffamily‘s fimmigration fin fconsiderable fdetail.
Day fafter fday, fMartin fpractices fhis fbasketball fskills f (shooting,
fdribbling, fetc.) fon fa fbasketball fcourt fat fa flocal fpark. fWith feach fpractice
fsession, fhis fmovements fbecome ffaster fand fsmoother.
Lewis foccasionally fasks ffor fhelp fwhen fhe fhas fdifficulty fwith fhis
fclasswork, fbut fmost fof fthe ftime fhe fjust fstruggles fquietly fon fhis fown.
fAfter fhis fteacher fassures fhim fthat fasking ffor fhelp fis fnot fa fsign fof
fweakness for finability, fhe fbegins fasking ffor fhelp fmuch fmore ffrequently.
research fexamines flearning fin ftightly fcontrolled fsettings fand
research fexamines flearning fin freal-world fsettings.
Applied; fBasic
fBasic; fQualitative
fQualitative; fApplied
fBasic; fApplied
A fprinciple fof flearning fcan fbest fbe fcharacterized fas:
A fdescription fof fthe fresults fof fa fparticular fresearch fstudy
A fstatement fthat fdescribes fhow fa fparticular ffactor faffects flearning
The fmeasurement fof fhow fmuch flearning fhas foccurred fin fa
fparticular fsituation
An fexplanation fof fthe funderlying fprocesses fthrough fwhich flearning foccurs
A ftheory fof flearning fcan fbest fbe fcharacterized fas:
A fdescription fof fthe fresults fof fa fparticular fresearch fstudy
A fstatement fthat fdescribes fhow fa fparticular ffactor faffects flearning
The fmeasurement fof fhow fmuch flearning fhas foccurred fin fa
fparticular fsituation
An fexplanation fof fthe funderlying fprocesses fthrough fwhich flearning foccurs
3
, Chapter f1 f– fPerspectives fon fLearning
Three fof fthe ffollowing fare fprinciples fof flearning. fWhich fone fis fa ftheory
of flearning frather fthan fa fprinciple?
A fbehavior fthat fis ffollowed fby fpunishment fdecreases fin ffrequency.
People flearn fby fmaking fmental fassociations fbetween fnew finformation
fand ftheir fexisting fknowledge.
A fresponse fthat fis frewarded fevery ftime fit foccurs fincreases fmore
frapidly fthan fa fresponse fthat fis fonly foccasionally frewarded.
Students ftend fto fremember fmore fof fa flecture fif fthey ftake fnotes
u u u u u u u u u u u u
fon f the flecture‘s fcontent.
u u u
Which fone fof fthe ffollowing fcommon fsayings fbest freflects fthe
u u u u u u u u u u
concept f of fintrospection?
f u u
―Where f there‘s f a f will, f there‘s f a f way.‖
u u u u u u
―Nothing fventured, f nothing f gained.‖ u u u
―A f penny ffor f your f thoughts.‖
u u u u
―Old f habits f die f hard.‖ u u u
Which fone fof fthe ffollowing fcommon fsayings fbest freflects fthe
u u u u u u u u u u
fbasic f premise funderlying fsocial flearning ftheory?
u u u u u
―Monkey fsee, f monkey fdo.‖ u u u
―Spare fthe f rod f and f spoil f the f child.‖
u u u u u u
―A f friend f in f need f is f a f friend f indeed.‖
u u u u u u u
―A f rolling fstone f gathers f no f moss.‖
u u u u u
Which fone fof fthe ffollowing fstatements fprovides fthe fmost fcredible
u u u u u u u u u u
fexplanation ffor fthe ffact fthat fhuman fbeings fseem fto fsurpass fall fother
u u u u u u u u u u u u
fanimal f species fin ftheir fthinking fand flearning fcapacities?
u u u u u u u
Only fhuman f beings f have f the f capability fto f make f tools.
u u u u u u u u
Humans f communicate f regularly fwith f one f another f and, f in f doing fso,
u u u u u u u u u u
pass f along f what f they‘ve f learned f to f future f generations.
u u u u u u u
Human fbeings f have f a fhuge f repertoire fof f instinctual fbehaviors ffrom
u u u u u u u u u u
which f they fcan f draw f when f they fencounter fnew f experiences.
u u u u u u u u
Human fbrains fare fsmaller fthan fthose fof fother fintelligent fspecies
u u u u u u u u u u
f(e.g., f elephants, fdolphins) fand ftherefore fcan ftransmit fmessages
u u u u u u u u
fmore fquickly f and fefficiently.
u u u
4
