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






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






3. Those who set realistic goals with intermediate risk feel pride with accomplishment - and want to succeed more than they fear failure - however less likely to set unrealistic or risky goals or to persist when success is unlikely






4. 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






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






6. later proved experimentally - Classical conditioning






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






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






9. 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






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






11. 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)






12. Learning by watching






13. Medium amount of arousal best for performance






14. Operant conditioning






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






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






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






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






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






20. 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.






21. Learning curve






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






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






24. 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






25. UCS and CS presented at the same time






26. Previous learning makes learning a new task more difficult






27. 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)






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






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






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






31. 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)






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






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






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






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






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






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






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






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






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






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






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






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






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






45. 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?






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






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






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






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






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