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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. Disassociate car from vet by taking dog on frequent car trip to the park






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






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






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






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






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






7. Decreasing responsiveness to a stimulus due to increasing familiarity






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






9. later proved experimentally - Classical conditioning






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






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






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






13. Operant conditioning






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






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






16. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






17. 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






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. Previous learning helps learning of another task later






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






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






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






23. School of behaviourism






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






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






26. 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






27. How to avoid something undesirable






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






29. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






30. Previous learning makes learning a new task more difficult






31. Learning curve






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






34. 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






35. Students working on a project in small groups






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






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






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






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






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






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






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






44. The failure to generalize a stimulus






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






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






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






48. Law of effect






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






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