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






2. 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)






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






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






5. Learning curve






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






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. 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






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






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






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






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






13. Law of effect






14. later proved experimentally - Classical conditioning






15. Students working on a project in small groups






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






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






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






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






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






21. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






22. Previous learning makes learning a new task more difficult






23. UCS and CS presented at the same time






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






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






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






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






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






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






30. 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






31. Learning by watching






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






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






34. 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






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






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






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






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






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






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






41. 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)






42. Operant conditioning






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






44. 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)






45. 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?






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






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






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

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49. 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






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