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






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






3. Previous learning makes learning a new task more difficult






4. 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)






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






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






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






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






9. Decreasing responsiveness to a stimulus due to increasing familiarity






10. How to avoid something undesirable






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






12. 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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






28. Previous learning helps learning of another task later






29. 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)






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






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






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






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






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






36. 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)






37. Learning by watching






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






39. School of behaviourism






40. Theory of association






41. Evoking responses of autonomic nervous system through training






42. 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






43. 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






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






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






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






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






48. 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)






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






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