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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. Operant conditioning






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






3. 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)






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






5. Students working on a project in small groups






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






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






8. 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)






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






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






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






12. 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






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






14. Learning by watching






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






16. Evoking responses of autonomic nervous system through training






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






18. later proved experimentally - Classical conditioning






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






20. 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






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






22. 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






23. How to avoid something undesirable






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






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






26. 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.






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






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






29. 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






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






31. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






35. Theory of association






36. 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)






37. Performance = Expectation x Value; expectancy-value theory; goals they expect they can meet and how important goal is






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






39. 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






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






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






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






43. 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






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






45. Previous learning helps learning of another task later






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






47. 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






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






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






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