test bank or human learning 8thedition by jeanne ormrod.

TEST BANK for Human Learning
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8th Edition Ormrod,CHAPTER 1 - 15
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, 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.




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