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






2. Students working on a project in small groups






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






4. Learning by watching






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






6. What a person learns in one state is best recalled in that state






7. Law of effect






8. Accidental learning - unrelated items grouped together; opposite of intentional learning (e.g. dog associates car with vet)






9. 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.






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






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






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

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13. 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)






14. 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)






15. 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






16. 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






17. The failure to generalize a stimulus






18. Previous learning helps learning of another task later






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






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






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






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






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






24. Thorndike - precursor of operant conditioning - Cause-and-effect chain of behaviour; continue what rewards - stop what doesn'T






25. School of behaviourism






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






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






28. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






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






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






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






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






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






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






35. Decreasing responsiveness to a stimulus due to increasing familiarity






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






37. Evoking responses of autonomic nervous system through training






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






39. Medium amount of arousal best for performance






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






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






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






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






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






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






46. 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






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






48. 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






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






50. UCS and CS presented at the same time