Test your basic knowledge |

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






2. The failure to generalize a stimulus






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






4. Previous learning helps learning of another task later






5. 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






6. 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






7. Students working on a project in small groups






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






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






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






11. Evoking responses of autonomic nervous system through training






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






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






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






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






16. 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)






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






18. 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






19. 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?






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






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






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






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






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






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






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






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






29. Learning curve






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






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






32. 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






33. UCS and CS presented at the same time






34. 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






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






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






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






38. later proved experimentally - Classical conditioning






39. Law of effect






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


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






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






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






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


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






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






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






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






49. 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)






50. 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.