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






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






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






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






6. Type of forward conditioning; CS begins before UCS - lasts until the UCS is presented






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






8. UCS and CS presented at the same time






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






10. Law of effect






11. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






12. 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)






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






14. 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






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






16. School of behaviourism






17. Previous learning helps learning of another task later






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






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






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






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






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






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






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






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






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






27. Operant conditioning






28. Previous learning makes learning a new task more difficult






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






30. 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)






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






32. 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






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

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34. 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






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






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






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






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






39. later proved experimentally - Classical conditioning






40. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






43. 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.






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






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

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46. Theory of association






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






48. The failure to generalize a stimulus






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






50. 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)







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