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






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






3. 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






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






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






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






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






8. 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






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






10. UCS and CS presented at the same time






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






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






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






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






15. Operant conditioning






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






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

Warning: Invalid argument supplied for foreach() in /var/www/html/basicversity.com/show_quiz.php on line 183


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






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






20. 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)






21. Previous learning helps learning of another task later






22. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






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






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






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






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






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






28. Previous learning makes learning a new task more difficult






29. Medium amount of arousal best for performance






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






31. 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


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






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






34. 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






35. 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)






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






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






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






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






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






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






42. 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






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






44. 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






45. Law of effect






46. The failure to generalize a stimulus






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






48. later proved experimentally - Classical conditioning






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






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