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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. Medium amount of arousal best for performance






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






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






4. UCS and CS presented at the same time






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






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






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. later proved experimentally - Classical conditioning






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






10. Learning by watching






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






13. Theory of association






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






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






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






17. Previous learning makes learning a new task more difficult






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






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






20. 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.






21. Students working on a project in small groups






22. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






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






24. School of behaviourism






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






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






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






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






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






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






32. 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






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






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






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






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






37. 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






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






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






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






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






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






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






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






46. 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






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






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






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






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