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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. The failure to generalize a stimulus






2. 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)






3. later proved experimentally - Classical conditioning






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






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






6. UCS and CS presented at the same time






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






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






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






10. 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






11. 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






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






13. 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)






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






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






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






17. School of behaviourism






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






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






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






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






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

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23. 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.






24. 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)






25. Medium amount of arousal best for performance






26. Students working on a project in small groups






27. 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






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






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






30. Previous learning makes learning a new task more difficult






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






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






33. 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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34. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






37. 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?






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






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






40. 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






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






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






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






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






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






46. 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






47. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing






48. Previous learning helps learning of another task later






49. Evoking responses of autonomic nervous system through training






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







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