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






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






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






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






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






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






7. Decreasing responsiveness to a stimulus due to increasing familiarity






8. 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






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






10. Learning by watching






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






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






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






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






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






16. 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






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






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






19. 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






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






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






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






23. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result

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






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






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






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






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






29. 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?






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






31. 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






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

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33. 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






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






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






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






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






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






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






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






41. Learning curve






42. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T






43. Students working on a project in small groups






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






45. 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)






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






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






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






49. The failure to generalize a stimulus






50. UCS and CS presented at the same time







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