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






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






3. 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






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






5. 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






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






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






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






9. 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)






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






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






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






13. The failure to generalize a stimulus






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






15. Evoking responses of autonomic nervous system through training






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






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






18. Learning by watching






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






20. 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






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






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






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






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






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






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






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






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






29. UCS and CS presented at the same time






30. 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






31. How to avoid something undesirable






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






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






34. 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






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






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






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






38. 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






39. Learning curve






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






41. Students working on a project in small groups






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






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


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






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






46. Decreasing responsiveness to a stimulus due to increasing familiarity






47. School of behaviourism






48. Naturally occurring response (e.g. salivation to food)






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






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