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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. 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






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






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






4. 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)






5. 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)






6. Previous learning helps learning of another task later






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






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






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






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






11. 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






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






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






14. Theory of association






15. 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






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






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






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






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






20. 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






21. 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






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






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






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






25. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






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






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






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






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






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

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31. Learning curve






32. 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






33. Operant conditioning






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






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






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






37. How to avoid something undesirable






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






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






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






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






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






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






44. 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.






45. Decreasing responsiveness to a stimulus due to increasing familiarity






46. Medium amount of arousal best for performance






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






48. Law of effect






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






50. 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







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