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






2. 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






3. 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






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






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






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






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






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






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






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






11. Evoking responses of autonomic nervous system through training






12. Operant conditioning






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






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






15. 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






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






17. Reward or positive event that increases likelihood of a particular response






18. How to avoid something undesirable






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






20. 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)






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






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






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






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






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






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






27. Previous learning helps learning of another task later






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






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






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






31. 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)






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






33. Ebbinghaus - when learning something new - rate of learning usually changes over time; can be positively or negatively accelerated






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






35. The failure to generalize a stimulus






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






37. Theory of association






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






39. Differential reinforcement of successive approximations; 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)






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






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






42. 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






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






44. UCS and CS presented at the same time






45. later proved experimentally - Classical conditioning






46. 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






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

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


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






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






50. Learning curve







Sorry!:) No result found.

Can you answer 50 questions in 15 minutes?


Let me suggest you:

Browse all subjects

Browse all tests

Most popular tests



Major Subjects

Tests & Exams


AP
CLEP
DSST
GRE
SAT
GMAT

Browse all subjects

Browse all tests

Most popular tests