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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. 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






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






3. Evoking responses of autonomic nervous system through training






4. 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?






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






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






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






8. 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






9. School of behaviourism






10. The failure to generalize a stimulus






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






12. Previous learning helps learning of another task later






13. 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






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






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






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






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






18. Students working on a project in small groups






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






20. Theory of association






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






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

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23. later proved experimentally - Classical 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. Empty box (with a rat and a lever) - later proved the influence of reinforcement






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






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






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






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






30. 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)






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






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






33. Medium amount of arousal best for performance






34. 'learning' that a specific action causes an event - when in reality the two are unrelated






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






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






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






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






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






40. 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






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






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






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






44. Shaping; 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)






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






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






47. 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






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






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






50. 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)






Can you answer 50 questions in 15 minutes?



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