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






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






3. UCS and CS presented at the same time






4. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






10. How to avoid something undesirable






11. 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)






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






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






14. 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






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






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






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

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






19. 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)






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






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






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






23. Students working on a project in small groups






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






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






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






27. 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






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






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






30. 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






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






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






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






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






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






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






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






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






39. 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.






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






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






42. Previous learning makes learning a new task more difficult






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

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






45. Law of effect






46. 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






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






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






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






50. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward







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