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






2. Relatively permanent or stable change in behaviour as the result of experience






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






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






5. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing






6. Motivation to reduce internal tension - once satisfied - back to homeostasis/ relaxation; against M.E. Olds electrical stimulation of pleasure centres






7. Type of forward conditioning; CS presented and terminated before UCS presentation






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






9. Set of characteristics indicative of one'S ability to learn






10. 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


11. Natural reinforcement - without requirement of learning; food and water






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






13. John Garcia - Certain associations are learned more easily than others - Nausea & food can be paired easily - but light and nausea cannot be paired






14. Learning about something in general (history) for knowledge rather than learning-specific stimulus-response chains (e.g. Tolman'S experiments with animals forming cognitive maps of mazes rather than simple escape routes)






15. School of behaviourism






16. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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






18. Links together chains of stimuli and responses - learns what to do in response to particular triggers (leaving a building in response to fire alarm)






19. Type of forward conditioning; CS begins before UCS - lasts until the UCS is presented






20. 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?






21. 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)






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






23. Learn 3-20 - constant 20-50 - drops 50+






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






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






26. 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






27. The failure to generalize a stimulus






28. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






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






30. 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.






31. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






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






33. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






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






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






36. UCS and CS presented at the same time






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






38. Opposite of stimulus discrimination; make same response to a group of similar stimuli (e.g. fire alarms may sound different but same response)






39. Learning curve






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






41. Individuals in the environment are motivated by secondary reinforcers; e.g. tokens in prisons - rehab - etc. - cashed in for more primary reinforcers (e.g. candy - books - privileges)






42. How to avoid something undesirable






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






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






45. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






46. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






47. Learning by watching






48. Teacher encourages independent learning - only provides assistance when needed






49. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea






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