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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. 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






2. Operant conditioning






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






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






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






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






7. School of behaviourism






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






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






10. 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)






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






12. 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






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






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






15. Natural reinforcement - without requirement of learning; food and water






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






17. 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






18. Medium amount of arousal best for performance






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






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






21. 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)






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






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






24. 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






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






26. Learning by watching






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






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






29. 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.






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






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






32. 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)






33. Learning curve






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






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






36. 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






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






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






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






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






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






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






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

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






45. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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