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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. Previous learning makes learning a new task more difficult






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






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






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






5. Students working on a project in small groups






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






7. 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






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






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


10. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






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






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






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






15. 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)






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






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






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






19. Theory of association






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






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






23. 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)






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






25. 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






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






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






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






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






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






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






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






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






34. 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)






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






36. later proved experimentally - Classical conditioning






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






38. 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)






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






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






41. The failure to generalize a stimulus






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






43. Evoking responses of autonomic nervous system through training






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






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






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






47. Learning by watching






48. 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






49. 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






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