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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. 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






2. UCS and CS presented at the same time






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






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

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5. 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






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






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






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






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






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






11. Law of effect






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






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






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






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






17. 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






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






19. 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)






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






21. Learning curve






22. 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)






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






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






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






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






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






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






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






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






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






32. School of behaviourism






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






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






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






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






37. 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






38. 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






39. 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






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






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






42. later proved experimentally - Classical conditioning






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






45. 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)






46. Operant conditioning






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






48. Evoking responses of autonomic nervous system through training






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






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