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. Operant conditioning






2. 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


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






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






5. Teach to performance a desired behaviour to get away from a negative stimulus






6. Decreasing responsiveness to a stimulus due to increasing familiarity






7. 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)






8. Law of effect






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






10. later proved experimentally - Classical conditioning






11. UCS and CS presented at the same time






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






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






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






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






16. Medium amount of arousal best for performance






17. 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)






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






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






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






21. Theory of association






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






23. 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


24. Students working on a project in small groups






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






26. Learning by watching






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






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






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






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






31. 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






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






33. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






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






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






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






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






38. Previous learning makes learning a new task more difficult






39. Parents reduce temper in child by not giving into - reinforcing behavior






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






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






42. 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)






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






44. 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






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






46. Learning curve






47. 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






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






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






50. The failure to generalize a stimulus