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. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






2. The failure to generalize a stimulus






3. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result

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


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






5. 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






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






7. Previous learning helps learning of another task later






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






9. Learning by watching






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






11. 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.






12. Evoking responses of autonomic nervous system through training






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






14. 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


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






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






17. UCS and CS presented at the same time






18. 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






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






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






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






22. later proved experimentally - Classical conditioning






23. 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






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






25. Operant conditioning






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






27. School of behaviourism






28. Medium amount of arousal best for performance






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






30. Law of effect






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






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






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






34. 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






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






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






37. Theory of association






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






39. Previous learning makes learning a new task more difficult






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






41. 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






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






43. 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






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






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






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






47. 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)






48. 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






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






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