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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. later proved experimentally - Classical conditioning






2. How to avoid something undesirable






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






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






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






6. 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)






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






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






9. School of behaviourism






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






11. 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






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






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






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






15. Evoking responses of autonomic nervous system through training






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. Learning by watching






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






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






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






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






22. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






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






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






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






31. Law of effect






32. Previous learning makes learning a new task more difficult






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






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






35. 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






36. Theory of association






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






38. 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?






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






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






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






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






43. 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.






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






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






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






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. 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






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






50. 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