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






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






3. 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






4. Operant conditioning






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






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






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






8. 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)






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






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






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






12. 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)






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






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






15. How to avoid something undesirable






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






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

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18. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






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






20. Medium amount of arousal best for performance






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






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






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






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






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






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






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






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






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






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






31. 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)






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






33. 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






34. Previous learning helps learning of another task later






35. Previous learning makes learning a new task more difficult






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






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






38. 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






39. Evoking responses of autonomic nervous system through training






40. Decreasing responsiveness to a stimulus due to increasing familiarity






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






42. 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






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






44. The failure to generalize a stimulus






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






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






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






48. School of behaviourism






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






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