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






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






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






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






5. 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.






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






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






8. later proved experimentally - Classical conditioning






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






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






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






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






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






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






15. Previous learning helps learning of another task later






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. Teacher encourages independent learning - only provides assistance when needed






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






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






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






21. Operant conditioning






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






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






24. Learning curve






25. School of behaviourism






26. 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






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






28. Theory of association






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






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






31. 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?






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






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






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






35. 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)






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






37. Medium amount of arousal best for performance






38. Evoking responses of autonomic nervous system through training






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






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






41. Students working on a project in small groups






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






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






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






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






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






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






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






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







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