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






2. Theory of association






3. Previous learning makes learning a new task more difficult






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






5. 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.






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






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






8. 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)






9. Law of effect






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






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






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






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






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






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






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






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






20. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






21. 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






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






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






24. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






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






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






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






28. The failure to generalize a stimulus






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






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






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






32. How to avoid something undesirable






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






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






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


36. Medium amount of arousal best for performance






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






38. 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






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






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






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






42. Learning curve






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






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






45. 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






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






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






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






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






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