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






2. 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






3. Learning by watching






4. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






5. 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)






6. 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






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






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






9. Medium amount of arousal best for performance






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






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






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






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






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






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






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






18. Students working on a project in small groups






19. 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






20. 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






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






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






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






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






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






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

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27. School of behaviourism






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






29. Set of characteristics indicative of one'S ability to learn






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






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






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






33. 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






34. Operant conditioning






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






37. 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?






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






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






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






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






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






43. 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.






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






45. 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






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






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






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






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






50. Previous learning helps learning of another task later







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