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






2. Learning by watching






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






4. UCS and CS presented at the same time






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






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






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






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






9. Previous learning helps learning of another task later






10. 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






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






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






13. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






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






15. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






16. 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






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






18. 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






19. later proved experimentally - Classical conditioning






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






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






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






23. Theory of association






24. 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)






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






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






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






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






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






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






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






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






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






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






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






36. School of behaviourism






37. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






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






39. Operant conditioning






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






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






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






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






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






45. 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)






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






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






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






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






50. 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