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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. 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






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






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






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






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






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






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






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






9. 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)






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






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






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






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






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






15. Operant conditioning






16. 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)






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






18. Learning curve






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






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






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






22. Medium amount of arousal best for performance






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






24. 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






25. 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






26. Law of effect






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






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






29. Evoking responses of autonomic nervous system through training






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






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






32. The failure to generalize a stimulus






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






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






35. Decreasing responsiveness to a stimulus due to increasing familiarity






36. Previous learning makes learning a new task more difficult






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






38. Learning by watching






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






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






41. Students working on a project in small groups






42. UCS and CS presented at the same time






43. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






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






45. later proved experimentally - Classical conditioning






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






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






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






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






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







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