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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. 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)






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






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






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






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






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






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






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






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






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






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






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






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






14. Theory of association






15. 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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16. School of behaviourism






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






18. UCS and CS presented at the same time






19. Learning curve






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






21. 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






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






23. 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






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






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






26. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






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






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. 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)






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






31. Evoking responses of autonomic nervous system through training






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






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






34. later proved experimentally - Classical conditioning






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






36. 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






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






38. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea






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






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






41. How to avoid something undesirable






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






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






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






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






48. The failure to generalize a stimulus






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






50. Individuals are motivated by what brings most pleasure and least pain







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