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






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






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






4. Evoking responses of autonomic nervous system through training






5. 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?






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






7. School of behaviourism






8. Learning by watching






9. 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)






10. later proved experimentally - Classical conditioning






11. 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






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






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






14. 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.






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






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






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






18. Previous learning helps learning of another task later






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

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






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






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






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






25. How to avoid something undesirable






26. UCS and CS presented at the same time






27. 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






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






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






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






31. Learning curve






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






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






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






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






36. The failure to generalize a stimulus






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






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






39. Operant conditioning






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






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






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






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






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






46. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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







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