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






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






3. 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






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






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






6. Theory of association






7. 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)






8. 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.






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






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






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






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






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






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






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






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






17. 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






18. 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






19. The failure to generalize a stimulus






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






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






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






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






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






25. Students working on a project in small groups






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






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






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






29. 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






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






31. Learning by watching






32. UCS and CS presented at the same time






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






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






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






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






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






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






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






40. later proved experimentally - Classical conditioning






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






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






43. 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)






44. Learning curve






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






46. How to avoid something undesirable






47. 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






48. 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






49. School of behaviourism






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