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






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






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






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






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






6. 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)






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






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






9. 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?






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






11. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






12. 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






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






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






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






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






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






18. Learning curve






19. 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






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






21. 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)






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






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






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






25. Law of effect






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






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






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






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






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






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






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






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






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






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






37. 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






38. Previous learning helps learning of another task later






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






40. Decreasing responsiveness to a stimulus due to increasing familiarity






41. 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






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






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






44. Operant conditioning






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






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






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






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






49. How to avoid something undesirable






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