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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. Evoking responses of autonomic nervous system through training






2. Pairing of the CS and the UCS in which the CS is presented before the UCS - delayed conditioning and trace conditioning






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






4. School of behaviourism






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






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






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






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






9. later proved experimentally - Classical conditioning






10. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






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






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






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






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






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

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16. Theory of association






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






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






19. In classical conditioning - the inability to infer a relationship between a stimulus and response due to the presence of a more prominent stimulus






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






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






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






23. CS presented after UCS (e.g. food - then light); proven ineffective; accomplishes only inhibitory conditioning - harder time pairing CS with UCS later even with forward conditioning






24. 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






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






26. 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






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






28. Learning by watching






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






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






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






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






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






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






35. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






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






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






38. 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)






39. Medium amount of arousal best for performance






40. Operant conditioning






41. Students working on a project in small groups






42. The failure to generalize a stimulus






43. 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.






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






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






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






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






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






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






50. Previous learning helps learning of another task later