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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. Teach to performance a desired behaviour to get away from a negative stimulus






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






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






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






5. 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)






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






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






8. Learning curve






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






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






11. Law of effect






12. 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






13. 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






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






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






16. Medium amount of arousal best for performance






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






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






19. UCS and CS presented at the same time






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






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






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






23. 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






24. Previous learning helps learning of another task later






25. 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






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






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






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






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






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






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






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






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

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34. 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?






35. 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)






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






37. 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






38. Students working on a project in small groups






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






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






41. 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)






42. 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






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






44. 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






45. School of behaviourism






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






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






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






49. Operant conditioning






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