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Test your basic knowledge |
GRE Psychology: Learning
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Study First
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. 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
Educational psychology
Extinction
Positive transfer
John Atkinson
2. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess
Operant conditioning
Primary Reinforcement
Second-Order conditioning
Latent learning
3. Associative or dissociative attitudes on 7pt scale toward objects
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4. How to avoid something undesirable
Avoidance conditioning
Negative Reinforcement
Classical conditioning
State dependent learning
5. Previous learning makes learning a new task more difficult
Negative transfer
Fixed ratio schedule
M.E. Olds
Fritz Heider'S balance theory
6. Students working on a project in small groups
Second-Order conditioning
Escape conditioning
Cooperative learning
Age affects learning
7. 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
Kurt Lewin
Continuous motor tasks vs. discrete motor tasks
Delayed conditioning
Garcia effect
8. What a person learns in one state is best recalled in that state
Drive-reduction theory
Punishment
State dependent learning
Types of classical conditioning
9. 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
Charles Osgood and Percy Tannenbaum'S congruity theory
Partial Reinforcement Schedule (+types)
Spontaneous recovery
Secondary Reinforcement
10. John Garcia - Certain associations are learned more easily than others - Nausea & food can be paired easily - but light and nausea cannot be paired
Superstitious behaviour
Conditioned Stimulus (CS)
Example theories and problem?
Preparedness
11. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)
Victor Vroom
Conditioned Response (CR)
Punishment
Simultaneous Conditioning
12. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result
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13. Relatively permanent or stable change in behaviour as the result of experience
Habituation
Learning
Aversive conditioning
Delayed conditioning
14. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T
Hedonism
Stimulus discrimination
Operant conditioning
Response learning
15. School of behaviourism
E. L. Thorndike
Spontaneous recovery
Age affects learning
John B. Watson
16. 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
Continuous motor tasks vs. discrete motor tasks
Observational learning
Garcia effect
Fixed interval schedule
17. Empty box (with a rat and a lever) - later proved the influence of reinforcement
Victor Vroom
Social learning theory
Skinner box
Basic types of drives
18. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward
Types of classical conditioning
Ivan Pavlov
Unconditioned Stimulus (UCS)
Continuous Reinforcement Schedule
19. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted
Chaining
Variable ratio schedule
Variable interval schedule
Neil Miller
20. later proved experimentally - Classical conditioning
Ivan Pavlov
Negative Reinforcement
Variable ratio schedule
John Garcia
21. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue
Second-Order conditioning
Extinction
Forward Conditioning (types)
Social learning theory
22. Operant conditioning
M.E. Olds
State dependent learning
B. F. Skinner
Age affects learning
23. Part of motivation. One must be adequately aroused to learn or perform
Charles Osgood and Percy Tannenbaum'S congruity theory
Types of classical conditioning
Arousal
Variable ratio schedule
24. Type of forward conditioning; CS presented and terminated before UCS presentation
Variable interval schedule
Trace conditioning
Punishment
Extinction (classical conditioning)
25. Theory of association
Victor Vroom
Kurt Lewin
Second-Order conditioning
Stimulus discrimination
26. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour
Delayed conditioning
Stimulus generalization
Variable interval schedule
Conditioned Stimulus (CS)
27. Natural reinforcement - without requirement of learning; food and water
Primary Reinforcement
B. F. Skinner
Second-Order conditioning
Charles Osgood and Percy Tannenbaum'S congruity theory
28. Links together chains of stimuli and responses - learns what to do in response to particular triggers (leaving a building in response to fire alarm)
Basic types of drives
Perceptual/conceptual learning (+example)
Response learning
Stimulus discrimination
29. Medium amount of arousal best for performance
Clark Hull
Henry Murray - David McClelland
Incidental learning
Donald Hebb
30. Learn 3-20 - constant 20-50 - drops 50+
Drive-reduction theory
Negative transfer
Age affects learning
Unconditioned Response (UCR)
31. Learned reinforce - often through society; money - prestige - rewards
E. L. Thorndike
Secondary Reinforcement
Response learning
Ivan Pavlov
32. Reinforcement delivered after a consistent number of responses; vulnerable to extinction
Fixed ratio schedule
Drive-reduction theories
Victor Vroom
Chaining
33. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus
Social learning theory
Preparedness
Classical conditioning
Perceptual/conceptual learning (+example)
34. Accidental learning - unrelated items grouped together; opposite of intentional learning (e.g. dog associates car with vet)
Partial Reinforcement Schedule (+types)
Habituation
Incidental learning
Backward Conditioning
35. Ebbinghaus - when learning something new - rate of learning usually changes over time; can be positively or negatively accelerated
Learning curve
Behaviourism
Perceptual/conceptual learning (+example)
Edward Tolman
36. Set of characteristics indicative of one'S ability to learn
Latent learning
Incidental learning
Aptitude
John B. Watson
37. Watson - everything can be explained by stimulus-response chains - chains are developed by conditioning; only objective and observable elements important
Behaviourism
Arousal
Trace conditioning
Incidental learning
38. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour
Continuous motor tasks vs. discrete motor tasks
Stimulus discrimination
Autoshaping
Aversive conditioning
39. Previous CS now a UCS (e.g.*bell > [ light > food > ] salivation)
Differential reinforcement of successive approximations
Drive-reduction theories
Arousal
Second-Order conditioning
40. Teacher encourages independent learning - only provides assistance when needed
Scaffolding learning
Response learning
Perceptual/conceptual learning (+example)
Classical conditioning
41. How people learn in educational settings such as student and teacher attributes
Aversive conditioning
Educational psychology
Extinction (operant conditioning)
Forward Conditioning (types)
42. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation
Drive-reduction theories
Learning
Autonomic conditioning??? (still need example)
Clark Hull
43. Individuals are motivated by what brings most pleasure and least pain
Variable interval schedule
Social learning theory
Hedonism
Negative Reinforcement
44. Response that CS elicits after conditioning; UCR and CR will be the same (e.g. salivation)
State dependent learning
Conditioned Response (CR)
Types of classical conditioning
Continuous motor tasks vs. discrete motor tasks
45. Promotes extinction of undesirable behaviour - negative stimulus presented after behaviour to decrease likelihood of reoccurrence - Skinner thinks it is not effective in long run
Clark Hull
Secondary Reinforcement
Learning
Punishment
46. Learning curve
Hermann Ebbinghaus
Undergeneralization
Shaping
Henry Murray - David McClelland
47. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing
Continuous Reinforcement Schedule
Differential reinforcement of successive approximations
M.E. Olds
Drive-reduction theories
48. 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)
Learning
Aptitude
Shaping
Drive-reduction theory
49. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)
Superstitious behaviour
Operant conditioning
Conditioned Stimulus (CS)
Fritz Heider'S balance theory
50. 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
Punishment
B. F. Skinner
Neil Miller
Continuous motor tasks vs. discrete motor tasks