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






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






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






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






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






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






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






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






9. later proved experimentally - Classical conditioning






10. 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






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






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






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






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






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






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






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






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






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






20. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






23. 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






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






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






26. 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)






27. 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)






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






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






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






31. 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.






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






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






34. 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






35. Learning by watching






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






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






38. Students working on a project in small groups






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






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






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






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






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






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






45. Previous learning makes learning a new task more difficult






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






47. Learning curve






48. The failure to generalize a stimulus






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






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

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