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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. 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






2. Learning by watching






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






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






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






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






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






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






9. 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)






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






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






12. 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






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






14. 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?






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






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






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






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






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






20. Previous learning helps learning of another task later






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






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






23. School of behaviourism






24. 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






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






26. Evoking responses of autonomic nervous system through training






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






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






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






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






31. In classical conditioning - the inability to infer a relationship between a stimulus and response due to the presence of a more prominent stimulus






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






33. 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)






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






35. 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






36. 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






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






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






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






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






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






42. 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






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






44. Learning curve






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






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






47. Decreasing responsiveness to a stimulus due to increasing familiarity






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






49. 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)






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






Can you answer 50 questions in 15 minutes?



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