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






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






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. 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






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






6. 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?






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






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






9. Medium amount of arousal best for performance






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






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






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






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






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






15. Previous learning helps learning of another task later






16. 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)






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






18. 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






19. Learning by watching






20. 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






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






22. UCS and CS presented at the same time






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






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






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






26. Students working on a project in small groups






27. 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






28. 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)






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






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






31. Operant conditioning






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






33. later proved experimentally - Classical conditioning






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






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






36. Learning curve






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






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






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






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






41. 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






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

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






44. 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)






45. 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)






46. How to avoid something undesirable






47. Previous learning makes learning a new task more difficult






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






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






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







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