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






2. 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






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






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






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

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6. 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.






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






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






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






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






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






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






13. Medium amount of arousal best for performance






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






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






16. Previous learning makes learning a new task more difficult






17. 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)






18. 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






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






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






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






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






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






24. UCS and CS presented at the same time






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






26. How to avoid something undesirable






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






28. Students working on a project in small groups






29. 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)






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






31. Operant conditioning






32. later proved experimentally - Classical conditioning






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






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






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






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






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






38. Previous learning helps learning of another task later






39. 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






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






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






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






43. 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






44. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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

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






50. 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