Test Bank for Human Learning 8th Edition By Ormrod All Chapter 1-15

Test Bank
Human Learning 8th Edition
By Ormrod All Chapter 1-15

, CHAPTERT1
PERSPECTIVESTONTLEARNING

MultipleTChoiceTQuestions

HumanTbeingsTundoubtedlyTlearnTmoreTduringTtheTcourseTofTaTlifetim
eTthanTanyTotherTspeciesTonTearth.TTheTmajorTresultTofTthisTcapacityTtoTle
arnTisTthat:
NewTinstinctsTbeginTtoTemerge.
HumanTthoughtTbecomesTlessTlogicalTwithTeachTgener
ation.THumansTcanTbenefitTfromTtheirTexperiences.
HumansTareTtheTonlyTspeciesTwhoseTbehaviorTcannotTbeTanaly
zedTinTtermsTofTstimuliTandTresponses.

ThreeTofTtheTfollowingTareTexamplesTofTlearning.TWhichToneTisTnot?
AbigailTcriesTwhenTsheTstepsTonTaTsharpTpebble.
AfterTmanyThoursTofTheatedTdebate,TBrianTbeginsTtoTadvo
cateTpoliticalTpracticesTheThasTpreviouslyTopposed.
CaraTsuddenlyTrecognizesThowTtheTdivisionTfactT―24T’T4T=T6‖TisTrel
atedTtoTtheTmultiplicationTfactT―6TxT4T=T24.‖
DavidThasTbeenTrunningTawayTfromTGermanTshepherdsTeverTsin
ceTheTwasTbittenTbyTaTGermanTshepherdTtwoTyearsTago.

ReyneldaThasTtroubleTtracingTaTcomplexTshapeTwithTaTpencilTwhenTshe
isTinTkindergarten,TbutTsheTcanTdoTitTquiteTwellTbyTtheTtimeTsheTisTinTseco
T

ndTgrade.TIsTthisTanTinstanceTofTlearning?
Yes,TbecauseTherTbehaviorThasTchanged.
No,TbecauseTtheTcircumstancesTareTtooTdissimilar.
Maybe,TalthoughTtheTchangeTmayTsimplyTbeTdu
eTtoTphysiologicalTmaturation.
Maybe,TbutTonlyTifTsheTisTbeingTreinforcedTforTtracingTaccurately.




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, ChapterT1T–
TPerspectivesTonTLearning




ThreeTofTtheTfollowingTillustrateTvariousTwaysTthatTlearningTmightT beTrefl
ectedTinTaTperson‘sTbehavior.TWhichToneTofTtheTfollowingTchangesTdoesTnot
TnecessarilyTreflectTlearning?

AlthoughTit‘sTaTschoolTnight,TDeanTplaysTvideoTgamesTuntilTwellTpas
tThisTusualTbedtime.TAsTheTbecomesTmoreTtired,TheTfindsTitTincreasi
nglyTdifficultTtoTconcentrateTonTwhatThe‘sTdoing.
EvenTasTaTyoungTchild,TJerryTcouldTtellTyouTthatThisTgrandpare
ntsTimmigratedTtoTtheTUnitedTStatesTfromTIreland.TButTafterTa
TconversationTwithThisTgrandmother,TheTcanTnowTdescribeTth

eTcircumstancesTofTtheTfamily‘sTimmigrationTinTconsiderableT
detail.
DayTafterTday,TMartinTpracticesThisTbasketballTskillsT (shooting,Tdrib
bling,Tetc.)TonTaTbasketballTcourtTatTaTlocalTpark.TWithTeachTpractic
eTsession,ThisTmovementsTbecomeTfasterTandTsmoother.
LewisToccasionallyTasksTforThelpTwhenTheThasTdifficultyTwithThisTcl
asswork,TbutTmostTofTtheTtimeTheTjustTstrugglesTquietlyTonThisTown
.TAfterThisTteacherTassuresThimTthatTaskingTforThelpTisTnotTaTsignTofT
weaknessTorTinability,TheTbeginsTaskingTforThelpTmuchTmoreTfrequ
ently.

T researchTexaminesTlearningTinTtightlyTcontrolledTsettingsTand
T researchTexaminesTlearningTinTreal-worldTsettings.
Applied;TBasicTBas
ic;TQualitativeTQual
itative;TAppliedTBasi
c;TApplied

ATprincipleTofTlearningTcanTbestTbeTcharacterizedTas:
ATdescriptionTofTtheTresultsTofTaTparticularTresearchTstudy
ATstatementTthatTdescribesThowTaTparticularTfactorTaffectsTlearning
TheTmeasurementTofThowTmuchTlearningThasToccurredT
inTaTparticularTsituation
AnTexplanationTofTtheTunderlyingTprocessesTthroughTwhichTlearningToccurs

ATtheoryTofTlearningTcanTbestTbeTcharacterizedTas:
ATdescriptionTofTtheTresultsTofTaTparticularTresearchTstudy
ATstatementTthatTdescribesThowTaTparticularTfactorTaffectsTlearning
TheTmeasurementTofThowTmuchTlearningThasToccurredT
inTaTparticularTsituation
AnTexplanationTofTtheTunderlyingTprocessesTthroughTwhichTlearningToccurs

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, ChapterT1T–
TPerspectivesTonTLearning




ThreeTofTtheTfollowingTareTprinciplesTofTlearning.TWhichToneTisTaTtheory
ofTlearningTratherTthanTaTprinciple?
ATbehaviorTthatTisTfollowedTbyTpunishmentTdecreasesTinTfrequency.
PeopleTlearnTbyTmakingTmentalTassociationsTbetweenTnewTinfor
mationTandTtheirTexistingTknowledge.
ATresponseTthatTisTrewardedTeveryTtimeTitToccursTincreasesT
moreTrapidlyTthanTaTresponseTthatTisTonlyToccasionallyTrewa
rded.
StudentsTtendTtoTrememberTmoreTofTaTlectureTifTtheyTtakeTnote
sTonTtheTlecture‘sTcontent.

WhichToneTofTtheTfollowingTcommonTsayingsTbestTreflectsTtheTco
nceptTofTintrospection?
―WhereTthere‘sTaTwill,Tthere‘sTaTway.‖
―NothingTventured,TnothingTgained.‖
―ATpennyTforTyourTthoughts.‖
―OldThabitsTdieThard.‖

WhichToneTofTtheTfollowingTcommonTsayingsTbestTreflectsTtheT
basicTpremiseTunderlyingTsocialTlearningTtheory?
―MonkeyTsee,TmonkeyTdo.‖
―SpareTtheTrodTandTspoilTtheTchild.‖
―ATfriendTinTneedTisTaTfriendTindeed.‖
―ATrollingTstoneTgathersTnoTmoss.‖

WhichToneTofTtheTfollowingTstatementsTprovidesTtheTmostTcredibleTe
xplanationTforTtheTfactTthatThumanTbeingsTseemTtoTsurpassTallTotherTa
nimalTspeciesTinTtheirTthinkingTandTlearningTcapacities?
OnlyThumanTbeingsThaveTtheTcapabilityTtoTmakeTtools.
HumansTcommunicateTregularlyTwithToneTanotherTand,TinTdoi
ngTso,TpassTalongTwhatTthey‘veTlearnedTtoTfutureTgenerations.
HumanTbeingsThaveTaThugeTrepertoireTofTinstinctualTbehaviorsT
fromTwhichTtheyTcanTdrawTwhenTtheyTencounterTnewTexperienc
es.
HumanTbrainsTareTsmallerTthanTthoseTofTotherTintelligentTspeciesT(
e.g.,Telephants,Tdolphins)TandTthereforeTcanTtransmitTmessagesT
moreTquicklyTandTefficiently.




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