Test your basic knowledge |

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






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






3. later proved experimentally - Classical conditioning






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






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






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






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






8. Decreasing responsiveness to a stimulus due to increasing familiarity






9. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T






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






11. Learning by watching






12. Students working on a project in small groups






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






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






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






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






17. 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






18. 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)






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






20. Previous learning makes learning a new task more difficult






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






23. 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)






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






25. The failure to generalize a stimulus






26. 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.






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






28. Law of effect






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






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






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






32. Theory of association






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






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






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






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






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






38. UCS and CS presented at the same time






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






40. Previous learning helps learning of another task later






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






42. 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






43. Medium amount of arousal best for performance






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






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






46. How to avoid something undesirable






47. 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?






48. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






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






50. Associative or dissociative attitudes on 7pt scale toward objects