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 vmore vrapidly vthan va vresponse vthat vis vonlyvoccasionally
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, vmonkeyvdo.‖
―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 vregularlyvwith 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 vmore vrapidly vthan va vresponse vthat vis vonlyvoccasionally
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, vmonkeyvdo.‖
―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 vregularlyvwith 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
