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






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






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






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






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






6. Previous learning makes learning a new task more difficult






7. 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






8. Learning curve






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






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






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






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






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






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






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






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






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






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






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






20. Evoking responses of autonomic nervous system through training






21. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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






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






24. Previous learning helps learning of another task later






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






26. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






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






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






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






30. 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






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






32. The failure to generalize a stimulus






33. Operant conditioning






34. Medium amount of arousal best for performance






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






36. 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.






37. 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






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






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






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






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






42. 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






43. School of behaviourism






44. 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






45. UCS and CS presented at the same time






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






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






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






49. Parents reduce temper in child by not giving into - reinforcing behavior






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