TEST BANK
HUMAN LEARNING
, CONTENTS
Introduction to the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1. Perspectives on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. Learning and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Behaviorist Principles and Theories. . . . . . . . . . . . . . . . . . . . . . .
4. Applications of Behaviorist Principles . . . . . .. . . . . . . . . . . . . . . 3
5. Social Cognitive Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
6. Introduction to Cognitivism . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
7. Basic Components of Memory . . . . . . . . . . . . . . . . . . . . . . . . . . 78
8. Long-Term Memory Store and Retrieval Processes ........................ 90
9. The Nature of Knowledge ............................................................. 109
10. Cognitive-Developmental Perspectives ........................................ 125
11. Sociocultural Theory and Other Contextual Perspectives . . . . . 135
12. Metacognition, Self-Regulated Learning, and Study Strategies 154
13. Transfer, Problem Solving, and Critical Thinking . . . . . . . . . . 168
14. Motivation and Affect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
15. Cognitive Factors in Motivation . . . . . . . . . . . . . . . . . . . . . . . . 205
1-15. Integrative Essay Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
iii
, INTRODUCTION TO THE TEST BANK
The items in this test bank include many items that appear in test banks for previous
editions of Human Learning. Items that are no longer relevant to the book’s content have
been deleted. Other items have been revised to enhance clarity or reflect new research in
the field. And there are numerous new items that reflect modifications and additions to
the sixth edition of the book. For the most part, items are written to emphasize
comprehension and application, rather than knowledge learned in a rote manner.
Separate sets of multiple-choice and essay questions are presented for each chapter of the
book. In a final section are additional essay questions that require integration of material
from two or more chapters.
Multiple-Choice Questions
Each multiple choice question has only one correct answer. Students sometimes like to
have an opportunity to defend the alternatives they choose. Jeanne Ormrod recommends
that you may want to consider allowing students to write defenses on the back of the
answer sheet; in her experience, this procedure minimizes the extent to which students try
to make after-the-fact arguments for incorrect choices.
Essay Questions
Some essay questions are relatively structured; others are more open-ended. You may
wish to provide additional structure for responses—for example, by specifying maximum
or minimum response lengths or by describing grading criteria. Ormrod usually tells
students that she will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
, Chapter 1 – Perspectives on Learning
CHAPTER 1
PERSPECTIVES ON LEARNING
Multiple Choice Questions
1. 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:
a. New instincts begin to emerge.
b. Human thought becomes less logical with each generation.
c. Humans can benefit from their experiences.
d. Humans are the only species whose behavior cannot be analyzed in terms
of stimuli and responses.
2. Three of the following are examples of learning. Which one is not?
a. Abigail cries when she steps on a sharp pebble.
b. After many hours of heated debate, Brian begins to advocate political
practices he has previously opposed.
c. Cara suddenly recognizes how the division fact “24 ÷ 4 = 6” is related to
the multiplication fact “6 x 4 = 24.”
d. David has been running away from German shepherds ever since he was
bitten by a German shepherd two years ago.
3. 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?
a. Yes, because her behavior has changed.
b. No, because the circumstances are too dissimilar.
c. Maybe, although the change may simply be due to physiological
maturation.
d. Maybe, but only if she is being reinforced for tracing accurately.
2
HUMAN LEARNING
, CONTENTS
Introduction to the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1. Perspectives on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. Learning and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Behaviorist Principles and Theories. . . . . . . . . . . . . . . . . . . . . . .
4. Applications of Behaviorist Principles . . . . . .. . . . . . . . . . . . . . . 3
5. Social Cognitive Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
6. Introduction to Cognitivism . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
7. Basic Components of Memory . . . . . . . . . . . . . . . . . . . . . . . . . . 78
8. Long-Term Memory Store and Retrieval Processes ........................ 90
9. The Nature of Knowledge ............................................................. 109
10. Cognitive-Developmental Perspectives ........................................ 125
11. Sociocultural Theory and Other Contextual Perspectives . . . . . 135
12. Metacognition, Self-Regulated Learning, and Study Strategies 154
13. Transfer, Problem Solving, and Critical Thinking . . . . . . . . . . 168
14. Motivation and Affect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
15. Cognitive Factors in Motivation . . . . . . . . . . . . . . . . . . . . . . . . 205
1-15. Integrative Essay Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
iii
, INTRODUCTION TO THE TEST BANK
The items in this test bank include many items that appear in test banks for previous
editions of Human Learning. Items that are no longer relevant to the book’s content have
been deleted. Other items have been revised to enhance clarity or reflect new research in
the field. And there are numerous new items that reflect modifications and additions to
the sixth edition of the book. For the most part, items are written to emphasize
comprehension and application, rather than knowledge learned in a rote manner.
Separate sets of multiple-choice and essay questions are presented for each chapter of the
book. In a final section are additional essay questions that require integration of material
from two or more chapters.
Multiple-Choice Questions
Each multiple choice question has only one correct answer. Students sometimes like to
have an opportunity to defend the alternatives they choose. Jeanne Ormrod recommends
that you may want to consider allowing students to write defenses on the back of the
answer sheet; in her experience, this procedure minimizes the extent to which students try
to make after-the-fact arguments for incorrect choices.
Essay Questions
Some essay questions are relatively structured; others are more open-ended. You may
wish to provide additional structure for responses—for example, by specifying maximum
or minimum response lengths or by describing grading criteria. Ormrod usually tells
students that she will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
, Chapter 1 – Perspectives on Learning
CHAPTER 1
PERSPECTIVES ON LEARNING
Multiple Choice Questions
1. 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:
a. New instincts begin to emerge.
b. Human thought becomes less logical with each generation.
c. Humans can benefit from their experiences.
d. Humans are the only species whose behavior cannot be analyzed in terms
of stimuli and responses.
2. Three of the following are examples of learning. Which one is not?
a. Abigail cries when she steps on a sharp pebble.
b. After many hours of heated debate, Brian begins to advocate political
practices he has previously opposed.
c. Cara suddenly recognizes how the division fact “24 ÷ 4 = 6” is related to
the multiplication fact “6 x 4 = 24.”
d. David has been running away from German shepherds ever since he was
bitten by a German shepherd two years ago.
3. 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?
a. Yes, because her behavior has changed.
b. No, because the circumstances are too dissimilar.
c. Maybe, although the change may simply be due to physiological
maturation.
d. Maybe, but only if she is being reinforced for tracing accurately.
2
