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






2. Theory of association






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






4. Differential reinforcement of successive approximations; 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)






5. Learning by watching






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






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






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






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






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






11. 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?






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






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






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






15. 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






16. Operant conditioning






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






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






19. Law of effect






20. School of behaviourism






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






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






23. Decreasing responsiveness to a stimulus due to increasing familiarity






24. 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






25. 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






26. 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






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






28. 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.






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






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






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






32. Medium amount of arousal best for performance






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






34. 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)






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






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






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






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






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






40. 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)






41. Reinforcement delivered after a consistent number of responses; vulnerable to extinction






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






43. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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