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






2. Learning curve






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






4. Evoking responses of autonomic nervous system through training






5. 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






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






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






8. 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






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






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






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






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






13. 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






14. 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






15. 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






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






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






18. 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






19. Previous learning makes learning a new task more difficult






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






21. 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)






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






23. 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)






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






25. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






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






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






33. Law of effect






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






35. How to avoid something undesirable






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






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






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






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






40. 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?






41. Medium amount of arousal best for performance






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






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






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






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






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






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






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






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






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