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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. Evoking responses of autonomic nervous system through training






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






3. Students working on a project in small groups






4. Previous learning makes learning a new task more difficult






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






6. UCS and CS presented at the same time






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






8. 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






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






10. The failure to generalize a stimulus






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






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






13. Law of effect






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






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






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






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

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18. Learning curve






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






20. Medium amount of arousal best for performance






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






22. 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






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






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






25. 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)






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






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






28. 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






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






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






31. 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






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






33. 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






34. Previous learning helps learning of another task later






35. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






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






37. Learning by watching






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






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

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






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






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






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






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






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

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






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






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






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






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