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






2. How to avoid something undesirable






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






4. 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






5. Law of effect






6. Students working on a project in small groups






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






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






9. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






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






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






12. 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)






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






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






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






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






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

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






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






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






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






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






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






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






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






26. 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?






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






28. 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






29. Medium amount of arousal best for performance






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






31. Previous learning makes learning a new task more difficult






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






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






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






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






36. Type of forward conditioning; CS presented and terminated before UCS presentation






37. UCS and CS presented at the same time






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






39. Theory of association






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






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






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






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






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






45. Operant conditioning






46. 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.






47. Evoking responses of autonomic nervous system through training






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






49. 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)






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







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