Test your basic knowledge |

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






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






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






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






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






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






7. 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






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






9. 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






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






11. 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






12. 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)






13. 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






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






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






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






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






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






19. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






21. UCS and CS presented at the same time






22. 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






23. Previous learning makes learning a new task more difficult






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






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






26. The failure to generalize a stimulus






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






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






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






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






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






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






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






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






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






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






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






38. later proved experimentally - Classical conditioning






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






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






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






42. 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






43. Learning curve






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


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






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






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






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






49. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






50. 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