, Test bank for Human Learning 7th Edition Ormrod
Q Q Q Q Q Q Q
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,QbutQsheQcanQdoQitQquiteQwellQbyQtheQtimeQsheQisQinQsecondQgrade
.QIsQthisQanQinstanceQofQlearning?
Yes,QbecauseQherQbehaviorQhasQchanged.
No,QbecauseQtheQcircumstancesQareQtooQdissimilar.
Maybe,QalthoughQtheQchangeQmayQsimplyQbeQdueQtoQphysiolog
icalQmaturation.
Maybe,QbutQonlyQifQsheQisQbeingQreinforcedQforQtracingQaccurately.
2
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQillustrateQvariousQwaysQthatQlearningQmightQbeQ reflect
edQinQaQperson‘sQbehavior.QWhichQoneQofQtheQfollowingQchangesQdoesQnotQneces
sarilyQreflectQlearning?
AlthoughQit‘sQaQschoolQnight,QDeanQplaysQvideoQgamesQuntilQwellQpastQhi
sQusualQbedtime.QAsQheQbecomesQmoreQtired,QheQfindsQitQincreasinglyQdif
ficultQtoQconcentrateQonQwhatQhe‘sQdoing.
EvenQasQaQyoungQchild,QJerryQcouldQtellQyouQthatQhisQgrandparents
QimmigratedQtoQtheQUnitedQStatesQfromQIreland.QButQafterQaQconve
rsationQwithQhisQgrandmother,QheQcanQnowQdescribeQtheQcircumst
ancesQofQtheQfamily‘sQimmigrationQinQconsiderableQdetail.
DayQafterQday,QMartinQpracticesQhisQbasketballQskillsQ(shooting,Q dribblin
g,Qetc.)QonQaQbasketballQcourtQatQaQlocalQpark.QWithQeachQpracticeQsessio
n,QhisQmovementsQbecomeQfasterQandQsmoother.
LewisQoccasionallyQasksQforQhelpQwhenQheQhasQdifficultyQwithQhisQclass
work,QbutQmostQofQtheQtimeQheQjustQstrugglesQquietlyQonQhisQown.QAfter
QhisQteacherQassuresQhimQthatQaskingQforQhelpQisQnotQaQsignQofQweakness
QorQinability, 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
QofQintrospection?
―WhereQthere‘sQaQwill,Qthere‘sQaQway.‖
―NothingQventured,QnothingQgained.‖
―AQpennyQforQyourQthoughts.‖
―OldQhabitsQdieQhard.‖
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQbasi
cQpremiseQunderlyingQsocialQlearningQtheory?
―MonkeyQsee,QmonkeyQdo.‖
―SpareQtheQrodQandQspoilQtheQchild.‖
―AQfriendQinQneedQisQaQfriendQindeed.‖
―AQrollingQstoneQgathersQnoQmoss.‖
WhichQoneQofQtheQfollowingQstatementsQprovidesQtheQmostQcredibleQexplanat
ionQforQtheQfactQthatQhumanQbeingsQseemQtoQsurpassQallQotherQanimalQspeciesQin
QtheirQthinkingQandQlearningQcapacities?
OnlyQhumanQbeingsQhaveQtheQcapabilityQtoQmakeQtools.
HumansQcommunicateQregularlyQwithQoneQanotherQand,QinQdoingQso,Q
passQalongQwhatQthey‘veQlearnedQtoQfutureQgenerations.
HumanQbeingsQhaveQaQhugeQrepertoireQofQinstinctualQbehaviorsQfromQw
hichQtheyQcanQdrawQwhenQtheyQencounterQnewQexperiences.
HumanQbrainsQareQsmallerQthanQthoseQofQotherQintelligentQspeciesQ(e.g.,
Qelephants,Qdolphins)QandQthereforeQcanQtransmitQmessagesQmoreQquickl
yQandQefficiently.
4
Q Q Q Q Q Q Q
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,QbutQsheQcanQdoQitQquiteQwellQbyQtheQtimeQsheQisQinQsecondQgrade
.QIsQthisQanQinstanceQofQlearning?
Yes,QbecauseQherQbehaviorQhasQchanged.
No,QbecauseQtheQcircumstancesQareQtooQdissimilar.
Maybe,QalthoughQtheQchangeQmayQsimplyQbeQdueQtoQphysiolog
icalQmaturation.
Maybe,QbutQonlyQifQsheQisQbeingQreinforcedQforQtracingQaccurately.
2
, ChapterQ1Q–
QPerspectivesQonQLearning
ThreeQofQtheQfollowingQillustrateQvariousQwaysQthatQlearningQmightQbeQ reflect
edQinQaQperson‘sQbehavior.QWhichQoneQofQtheQfollowingQchangesQdoesQnotQneces
sarilyQreflectQlearning?
AlthoughQit‘sQaQschoolQnight,QDeanQplaysQvideoQgamesQuntilQwellQpastQhi
sQusualQbedtime.QAsQheQbecomesQmoreQtired,QheQfindsQitQincreasinglyQdif
ficultQtoQconcentrateQonQwhatQhe‘sQdoing.
EvenQasQaQyoungQchild,QJerryQcouldQtellQyouQthatQhisQgrandparents
QimmigratedQtoQtheQUnitedQStatesQfromQIreland.QButQafterQaQconve
rsationQwithQhisQgrandmother,QheQcanQnowQdescribeQtheQcircumst
ancesQofQtheQfamily‘sQimmigrationQinQconsiderableQdetail.
DayQafterQday,QMartinQpracticesQhisQbasketballQskillsQ(shooting,Q dribblin
g,Qetc.)QonQaQbasketballQcourtQatQaQlocalQpark.QWithQeachQpracticeQsessio
n,QhisQmovementsQbecomeQfasterQandQsmoother.
LewisQoccasionallyQasksQforQhelpQwhenQheQhasQdifficultyQwithQhisQclass
work,QbutQmostQofQtheQtimeQheQjustQstrugglesQquietlyQonQhisQown.QAfter
QhisQteacherQassuresQhimQthatQaskingQforQhelpQisQnotQaQsignQofQweakness
QorQinability, 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
QofQintrospection?
―WhereQthere‘sQaQwill,Qthere‘sQaQway.‖
―NothingQventured,QnothingQgained.‖
―AQpennyQforQyourQthoughts.‖
―OldQhabitsQdieQhard.‖
WhichQoneQofQtheQfollowingQcommonQsayingsQbestQreflectsQtheQbasi
cQpremiseQunderlyingQsocialQlearningQtheory?
―MonkeyQsee,QmonkeyQdo.‖
―SpareQtheQrodQandQspoilQtheQchild.‖
―AQfriendQinQneedQisQaQfriendQindeed.‖
―AQrollingQstoneQgathersQnoQmoss.‖
WhichQoneQofQtheQfollowingQstatementsQprovidesQtheQmostQcredibleQexplanat
ionQforQtheQfactQthatQhumanQbeingsQseemQtoQsurpassQallQotherQanimalQspeciesQin
QtheirQthinkingQandQlearningQcapacities?
OnlyQhumanQbeingsQhaveQtheQcapabilityQtoQmakeQtools.
HumansQcommunicateQregularlyQwithQoneQanotherQand,QinQdoingQso,Q
passQalongQwhatQthey‘veQlearnedQtoQfutureQgenerations.
HumanQbeingsQhaveQaQhugeQrepertoireQofQinstinctualQbehaviorsQfromQw
hichQtheyQcanQdrawQwhenQtheyQencounterQnewQexperiences.
HumanQbrainsQareQsmallerQthanQthoseQofQotherQintelligentQspeciesQ(e.g.,
Qelephants,Qdolphins)QandQthereforeQcanQtransmitQmessagesQmoreQquickl
yQandQefficiently.
4
