Test your basic knowledge |

GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Students working on a project in small groups






2. Empty box (with a rat and a lever) - later proved the influence of reinforcement






3. Watson - everything can be explained by stimulus-response chains - chains are developed by conditioning; only objective and observable elements important






4. Primary/instinctual (hunger or thirst) - secondary/ acquired (money or other learned reinforcers) - exploratory (seek novelty or explore) - We are primarily motivated to maintain physiological or psychological homeostasis.






5. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






6. Does not produce a specific response on its own (e.g. light or bell)






7. How people learn in educational settings such as student and teacher attributes






8. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






9. Theory of association






10. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






11. Parents reduce temper in child by not giving into - reinforcing behavior






12. Operant conditioning






13. What a person learns in one state is best recalled in that state






14. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






15. Accidental learning - unrelated items grouped together; opposite of intentional learning (e.g. dog associates car with vet)






16. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






17. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






18. Those who set realistic goals with intermediate risk feel pride with accomplishment - and want to succeed more than they fear failure - however less likely to set unrealistic or risky goals or to persist when success is unlikely






19. Medium amount of arousal best for performance






20. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






21. Reinforcement delivered after a consistent number of responses; vulnerable to extinction






22. Continuous motions easier to learn - once started continues naturally - bike; discrete divided into parts and do not facilitate recall of each other - setting up chessboard






23. Credited with writing first educational textbook in 1903 to assess students and teaching






24. Law of effect






25. Associative or dissociative attitudes on 7pt scale toward objects

Warning: Invalid argument supplied for foreach() in /var/www/html/basicversity.com/show_quiz.php on line 183


26. Learning and behaving by imitation; Albert Bandura'S Bobo doll (children watching adults with blow up dolls)






27. Disassociate car from vet by taking dog on frequent car trip to the park






28. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






29. Motivated to do what they do not want to do by rewarding themselves afterwards with something they like to do - Eat dessert after eating unwanted vegetable






30. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






31. Ability to discriminate between different but similar stimuli (door bell is different from phone ringing)






32. Individuals are motivated by what brings most pleasure and least pain






33. 'learning' that a specific action causes an event - when in reality the two are unrelated






34. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






35. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






36. Thorndike - precursor of operant conditioning - Cause-and-effect chain of behaviour; continue what rewards - stop what doesn'T






37. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






38. School of behaviourism






39. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






40. Performance = Drive x Habit; will do what has worked in the past to satisfy drive






41. Part of motivation. One must be adequately aroused to learn or perform






42. UCS and CS presented at the same time






43. Lewin - grouping based on co-occurence in time and space; associate certain behaviours with certain rewards and cues






44. Shaping; Skinner rewarded rats first for being near lever then for touching it - reward for behaviours that brought them closer to the desired one (e.g. pressing lever)






45. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result

Warning: Invalid argument supplied for foreach() in /var/www/html/basicversity.com/show_quiz.php on line 183


46. Previous CS now a UCS (e.g.*bell > [ light > food > ] salivation)






47. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






48. Performance = Expectation x Value; expectancy-value theory; goals they expect they can meet and how important goal is






49. Teach to performance a desired behaviour to get away from a negative stimulus






50. Response that CS elicits after conditioning; UCR and CR will be the same (e.g. salivation)