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






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






3. School of behaviourism






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






5. The failure to generalize a stimulus






6. How to avoid something undesirable






7. UCS and CS presented at the same time






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






9. Theory of association






10. Operant conditioning






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






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






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






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






16. Evoking responses of autonomic nervous system through training






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






18. Students working on a project in small groups






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






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






21. Medium amount of arousal best for performance






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






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






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






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






26. Disassociate car from vet by taking dog on frequent car trip to the park






27. 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






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






29. Response that CS elicits after conditioning; UCR and CR will be the same (e.g. salivation)






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






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






32. Learning by watching






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






34. 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)






35. 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)






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






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






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






39. Learning curve






40. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






43. Continuous motions easier to learn - once started continues naturally - bike; discrete divided into parts and do not facilitate recall of each other - setting up chessboard






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






45. 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






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






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






48. later proved experimentally - Classical conditioning






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






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