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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. UCS and CS presented at the same time






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






3. 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






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






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






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






7. 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






8. 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?






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


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






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






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






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






14. 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)






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






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






17. Law of effect






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






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






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






21. 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)






22. 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)






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






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






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






26. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


27. Previous learning helps learning of another task later






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






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






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






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






32. 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






33. Learning curve






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






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






36. Operant conditioning






37. 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






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






39. later proved experimentally - Classical conditioning






40. How to avoid something undesirable






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






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






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






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






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






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






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






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






49. Students working on a project in small groups






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