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






2. Medium amount of arousal best for performance






3. 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






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






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






6. Decreasing responsiveness to a stimulus due to increasing familiarity






7. 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)






8. 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.






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






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






11. Differential reinforcement of successive approximations; 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. Performance = Expectation x Value; expectancy-value theory; goals they expect they can meet and how important goal is






13. 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






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






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






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






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






18. 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






19. 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






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






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






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






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






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






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






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






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






28. UCS and CS presented at the same time






29. The failure to generalize a stimulus






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






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






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






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






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






35. 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






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






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






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






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






40. Evoking responses of autonomic nervous system through training






41. Operant conditioning






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






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






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






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






46. How to avoid something undesirable






47. 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






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






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






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