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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. Operant conditioning






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






3. Previous learning helps learning of another task later






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






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






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






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






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






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






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






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






12. 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






13. Theory of association






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






15. Medium amount of arousal best for performance






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






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






18. 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






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






20. The failure to generalize a stimulus






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






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






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






24. 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)






25. 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






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






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






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






29. 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






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






31. 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






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






33. School of behaviourism






34. UCS and CS presented at the same time






35. 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.






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






37. 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)






38. 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)






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






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






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






42. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






46. 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)






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






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






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






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