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






2. How to avoid something undesirable






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






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






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






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






7. Law of effect






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






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






10. 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






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






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






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






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






15. 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






16. Learning by watching






17. Learning curve






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






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






20. 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






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

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22. 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






23. Students working on a project in small groups






24. UCS and CS presented at the same time






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






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






27. Teach to performance a desired behaviour to get away from a negative stimulus






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






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






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






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






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






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






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






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






36. 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






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






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






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






40. 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?






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






42. The failure to generalize a stimulus






43. 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






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






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






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






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






48. Previous learning helps learning of another task later






49. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






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







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