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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. 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






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






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






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






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






6. Operant conditioning






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






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






9. Medium amount of arousal best for performance






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






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






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






13. 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






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






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






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






17. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






18. 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






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






20. 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






21. 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.






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






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






26. 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






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






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






29. Students working on a project in small groups






30. 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)






31. Previous learning helps learning of another task later






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






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






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






35. Previous learning makes learning a new task more difficult






36. 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?






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






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






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






40. Those who set realistic goals with intermediate risk feel pride with accomplishment - and want to succeed more than they fear failure - however less likely to set unrealistic or risky goals or to persist when success is unlikely






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






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






43. 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)






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






45. School of behaviourism






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






47. later proved experimentally - Classical conditioning






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






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






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