Busy. Please wait.
Log in with Clever
or
show password
Forgot Password?
Don't have an account?  Sign up 
Sign up using Clever
or
Username is available taken
show password

Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.

Theories of Learnin Test

Enter the letter for the matching Answer
incorrect
1.
Formal discipline
incorrect
2.
Transfer of training
incorrect
3.
Dependent variable
incorrect
4.
Identical elements theory of transfer
incorrect
5.
Law of disuse
incorrect
6.
Faculty psychology
incorrect
7.
Habituation
incorrect
8.
Independent variable
incorrect
9.
Ismael Kant (1724-1804)
incorrect
10.
Savings
incorrect
11.
Empirical aspect of theory
incorrect
12.
Response by analogy
incorrect
13.
Insightful learning
incorrect
14.
Strength of connection
incorrect
15.
Behavior therapy
incorrect
16.
Conditioning
incorrect
17.
Appreciation
incorrect
18.
Thomas Hobbes (1588-1679)
incorrect
19.
Heuristic function of a theory
incorrect
20.
Normal science
A.
learning that occurs very rapidly, is remembered for a considerable length of time, and transfers readily to situations related to the one in which the insightful learning took place.
B.
he believed that the mind was active and not passive, as the empiricist-associationists had assumed. The mind has innate powers or faculties that act on sense impressions and give them meaning.
C.
the decreased tendency to respond to a stimulus that results from prolonged exposure to that stimulus.
D.
determined by how likely a certain response is in a given set of circumstances. In other words, the strength of a connection is equated with response probability.
E.
the belief that the mind contains certain powers or faculties.
F.
those activities of scientists as they are guided by a particular paradigm.
G.
a theory’s ability to generate research.
H.
the belief held by some faculty psychologists that specific training can strengthen a specific faculty.
I.
the theory that the likelihood of something learned in one situation being applied in a different situation is determined by the number of common elements in the two situations. As the number of common elements goes up, the amount of transfer between the
J.
when something learned in one situation is applied in another situation.
K.
according to Wundt, the clear perception that results from the willful force of one’s attention.
L.
the empirical events that the theory purports to explains.
M.
the strength of a connection diminishes when the connection is not used (discarded after 1930)
N.
refers to the fact that our response to an unfamiliar situation is determined by its degree of similarity (# of common elements) to a familiar situation (if two situations similar, similar response) This observation is related to his identical elements th
O.
the difference in time it takes to relearn something as compared with the amount of time it took to learn it originally; a measure of retention used by Ebbinghaus.
P.
he reasserted Aristotle’s doctrine of associationism and also suggested that experiences of pleasure and pain influence how associations are formed.
Q.
the variable that is systematically manipulated in an experiment. Typcal independent variables include hours of deprivation, sex of subject, age, rate of presentation, and degree of meaningfulness.
R.
an experimental procedure used to modify behavior. Most learning theorists believe there are two kinds of conditioning—classical and instrumental—and that all learning involves conditioning. To those holding such a belief, learning is a term used to sum
S.
the variable that is measured in an experiment, usually some kind of behavior (like trials of criterion).
T.
the utilization of learning principles in the treatment of behavior disorders.
Type the Question that corresponds to the displayed Answer.
incorrect
21.
material is learned more readily when it is structured in certain ways. Contiguity alone does not determine how well something will be learned. How the material “fits together” must also be taken into consideration. Also, Thorndike maintained that lear
incorrect
22.
a definition that states the procedures to be followed in determining whether, and to what extent, learning has taken place. It can range from grades on tests to some behavioral measure in a learning experiment, such as trials to criterion or the number
incorrect
23.
a period in an organism’s life during which an important development occurs. If the development does not occur during that time, it may never occur. For example, if imprinting does not occur shortly after a duckling is hatched, it is difficult, if not i
incorrect
24.
according to Wundt, the ability to willfully arrange the elements of thought into any number of configurations.
incorrect
25.
trying different responses in a problem-solving situation until a response that solves the problem is found. aka selecting and connecting
incorrect
26.
the belief that physical reality is as we perceive it.
incorrect
27.
the error of naming an object while introspecting about it instead of reporting one’s immediate experience.
incorrect
28.
the philosophical belief that the mind must become actively involved before knowledge can be attained.
incorrect
29.
he strongly opposed the notion of innate ideas and suggested that at birth the mind was a tabula rosa (blank slate). He said that “there is nothing in the mind that is not first in the senses”. He distinguished between primary qualities, the physical ch
incorrect
30.
the philosophical belief that the relationships among ideas are explained by the laws of association.

edit
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how
Created by: laurendmc
Popular Psychology sets