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






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






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






4. 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






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






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






7. 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






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






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






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






11. School of behaviourism






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






13. 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






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






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






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






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






18. Law of effect






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






20. Previous learning makes learning a new task more difficult






21. Evoking responses of autonomic nervous system through training






22. 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)






23. Operant conditioning






24. 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






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






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






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






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






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






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






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






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






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






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






36. 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?






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






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






39. 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)






40. 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






41. Medium amount of arousal best for performance






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






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






44. 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)






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






46. later proved experimentally - Classical conditioning






47. Learning by watching






48. 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






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






50. Previous learning helps learning of another task later






Can you answer 50 questions in 15 minutes?



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