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






3. Decreasing responsiveness to a stimulus due to increasing familiarity






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






5. 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?






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






7. 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






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






9. 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






10. 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






11. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






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






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






14. Experiment shows that there is electrical stimulation of pleasure centers in the brain used as positive reinforcement - this is evidence against drive-reduction theory






15. 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


16. Operant conditioning






17. UCS and CS presented at the same time






18. 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






19. 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)






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






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






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






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






24. Individuals are motivated by what brings most pleasure and least pain






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






26. Response that CS elicits after conditioning; UCR and CR will be the same (e.g. salivation)






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






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






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






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






31. Law of effect






32. School of behaviourism






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






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






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






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






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






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






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. Learning curve






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






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






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






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






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






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






47. 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)






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






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






50. 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