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






2. Continuous motions easier to learn - once started continues naturally - bike; discrete divided into parts and do not facilitate recall of each other - setting up chessboard






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

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4. 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






5. How to avoid something undesirable






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






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






8. 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






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






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






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






12. Previous learning helps learning of another task later






13. 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






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






15. later proved experimentally - Classical conditioning






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






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






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






19. Medium amount of arousal best for performance






20. 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






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






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






23. Shaping; 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)






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






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






26. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






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

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






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






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






31. Evoking responses of autonomic nervous system through training






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






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






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






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






36. The failure to generalize a stimulus






37. Students working on a project in small groups






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






39. Previous learning makes learning a new task more difficult






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






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






42. 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






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






44. 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)






45. 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)






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






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






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






49. School of behaviourism






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







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