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. School of behaviourism






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






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






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






5. 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






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






7. The failure to generalize a stimulus






8. Operant conditioning






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






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






11. 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






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






13. 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






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






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






16. 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






17. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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






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






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






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






28. Medium amount of arousal best for performance






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






30. 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?






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






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






33. Learning curve






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






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






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






37. 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)






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






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






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






41. Teach to performance a desired behaviour to get away from a negative stimulus






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






43. 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


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

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


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






46. Thorndike - precursor of operant conditioning - Cause-and-effect chain of behaviour; continue what rewards - stop what doesn'T






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






48. 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






49. Learning by watching






50. 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