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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. Relatively permanent or stable change in behaviour as the result of experience






2. later proved experimentally - Classical conditioning






3. How to avoid something undesirable






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






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






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






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






8. Previous learning helps learning of another task later






9. 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






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






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






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






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






14. 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






15. 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






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






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






18. School of behaviourism






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






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






21. 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






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






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






24. Medium amount of arousal best for performance






25. 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)






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






27. 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)






28. 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)






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






30. 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






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






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






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






34. Students working on a project in small groups






35. 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.






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






37. 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






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






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






40. Operant conditioning






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






42. 'learning' that a specific action causes an event - when in reality the two are unrelated






43. 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)






44. Learned reinforce - often through society; money - prestige - rewards






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

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






47. The failure to generalize a stimulus






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






49. Natural reinforcement - without requirement of learning; food and water






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

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