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






3. 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)






4. Evoking responses of autonomic nervous system through training






5. 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?






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






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






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






10. Learning curve






11. Operant conditioning






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






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






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






17. 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






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






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






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






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






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






23. 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






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






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






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






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






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






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






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






31. Students working on a project in small groups






32. 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






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






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






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






36. How to avoid something undesirable






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

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38. Decreasing responsiveness to a stimulus due to increasing familiarity






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






40. The failure to generalize a stimulus






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






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






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






44. 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






45. Previous learning makes learning a new task more difficult






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






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






48. 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






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






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