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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. 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






2. Students working on a project in small groups






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






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. The failure to generalize a stimulus






6. 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






7. 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






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






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






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






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






12. 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






13. later proved experimentally - Classical conditioning






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






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






16. Evoking responses of autonomic nervous system through training






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






18. School of behaviourism






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






20. 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)






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






22. 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






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






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






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






26. 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






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






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






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






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






31. 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?






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






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






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






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






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






37. 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)






38. Previous learning helps learning of another task later






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






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






41. 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






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






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






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






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






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






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






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






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






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