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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. UCS and CS presented at the same time






2. Learning by watching






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






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






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






6. later proved experimentally - Classical conditioning






7. 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






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






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






10. 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?






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






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






13. Decreasing responsiveness to a stimulus due to increasing familiarity






14. 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






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. 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






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

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18. Theory of association






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






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






21. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






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






23. 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)






24. Operant conditioning






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






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






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






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






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






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






31. School of behaviourism






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






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. How to avoid something undesirable






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






36. Evoking responses of autonomic nervous system through training






37. 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






38. 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)






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






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






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






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






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






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






45. 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






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






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






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






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






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







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