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






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






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






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






5. 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)






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






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






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






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






10. Operant conditioning






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






12. 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.






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






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






15. UCS and CS presented at the same time






16. Previous learning helps learning of another task later






17. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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






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






20. 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?






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






22. 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






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






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






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






26. School of behaviourism






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






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






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






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






31. 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






32. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






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






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






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






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






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






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






39. later proved experimentally - Classical conditioning






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






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






42. Medium amount of arousal best for performance






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






44. 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






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






46. 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






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






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






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






50. Learning curve