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






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






3. 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






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






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






6. The failure to generalize a stimulus






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






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






9. How to avoid something undesirable






10. 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






11. 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.






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






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






14. 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)






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






16. Evoking responses of autonomic nervous system through training






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






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






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






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






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






22. 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






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






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






25. Theory of association






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






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






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






29. 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)






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






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






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






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






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






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






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






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






39. 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






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






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






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. 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)






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






45. 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)






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






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






48. 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






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






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