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






2. Operant conditioning






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






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






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






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






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






8. 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)






9. School of behaviourism






10. 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)






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






12. 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.






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






14. 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






15. Theory of association






16. Law of effect






17. 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






18. Evoking responses of autonomic nervous system through training






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






20. 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






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






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






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






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






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






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






27. 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






28. Learning curve






29. Previous learning makes learning a new task more difficult






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






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






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






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






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






35. 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?






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

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


37. 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


38. Previous learning helps learning of another task later






39. The failure to generalize a stimulus






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






41. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






42. UCS and CS presented at the same time






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






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






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






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






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






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






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






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







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