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






2. 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?






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






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






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






6. 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






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






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






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






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






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






12. 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






13. 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






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






15. 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)






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






17. Medium amount of arousal best for performance






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






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






20. 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






21. UCS and CS presented at the same time






22. 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)






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






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


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






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






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






28. later proved experimentally - Classical conditioning






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






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






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






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






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






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






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






36. The failure to generalize a stimulus






37. Students working on a project in small groups






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






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






40. 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






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


42. Theory of association






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






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






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






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






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






49. 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






50. 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