Eighth Edition Test Bank Revised and Expanded by

Test Bank for Human Learning Eighth Edition Jeanne Ellis Ormrod Eighth Edition Test Bank Revised and Expanded by Alyssa Emery Answers At The End Of PDF 1 / 4

iii Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved Contents Introduction to the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.Perspectives on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2.Learning and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3.Behaviorist Principles and Theories. . . . . . . . . . . . . . . . . . . . . . . 13 4.Applications of Behaviorist Principles . . . . . .. . . . . . . . . . . . . . . 34 5.Social Cognitive Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 6.Introduction to Cognitive Perspectives . . . . . . . . . . . . . . . . . . . . . 68 7.Long-Term Memory Storage and Retrieval Processes . . . . . . . . . 88 8.The Nature of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 9.Cognitive-Developmental Perspectives . . . . . . . . . . . . . . . . . . . 122 10.Sociocultural Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

• Contemporary Contextual Frameworks . . . . . . . . . . . . . . . . . . . 143

12.Metacognition, Self-Regulated Learning, and Study Strategies 152 13.Transfer, Problem Solving, and Critical Thinking . . . . . . . . . . 166

• Learning and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

15.Basic Concepts and Principles in Human Motivation . . . . . . . . . 191 16.Cognitive Factors in Motivation . . . . . . . . . . . . . . . . . . . . . . . . 209 1-15. Integrative Essay Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 2 / 4

1 Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved

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.Request for Feedback We appreciate hearing from you if you find certain items problematic. You can reach us at [email protected]. 3 / 4

Chapter 1 – Perspectives on Learning 2 Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved

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.

• / 4