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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






2. Learned reinforce - often through society; money - prestige - rewards






3. 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






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






5. Promotes extinction of undesirable behaviour - negative stimulus presented after behaviour to decrease likelihood of reoccurrence - Skinner thinks it is not effective in long run






6. 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?






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






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






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






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






11. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T






12. The failure to generalize a stimulus






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. Students working on a project in small groups






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






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






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






18. 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






19. Medium amount of arousal best for performance






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






21. 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






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






23. Previous learning makes learning a new task more difficult






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






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






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






27. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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






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






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






31. 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






32. Evoking responses of autonomic nervous system through training






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






34. 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)






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






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






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






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






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






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






41. Operant conditioning






42. Rewards after a certain period of time rather than number of behaviours; can be argued that it does little to motivate an animal'S behaviour






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






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






45. 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






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






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






48. How to avoid something undesirable






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






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







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