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






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






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






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






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






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






7. 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






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






9. Previous learning makes learning a new task more difficult






10. Operant conditioning






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






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






13. 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)






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






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






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. Learning curve






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






19. Students working on a project in small groups






20. How to avoid something undesirable






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






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






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






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






25. 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






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






27. Relatively permanent or stable change in behaviour as the result of experience






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






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






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

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






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






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






34. 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)






35. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






36. 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






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






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






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






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






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






42. Evoking responses of autonomic nervous system through training






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






44. Lewin - grouping based on co-occurence in time and space; associate certain behaviours with certain rewards and cues






45. Law of effect






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






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






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






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






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

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