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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. Medium amount of arousal best for performance






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






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






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






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






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






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






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






10. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






17. 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)






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

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






20. 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)






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






22. Operant conditioning






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






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






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






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






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






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






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






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






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






32. 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






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






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






37. 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






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






39. 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?






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






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






42. School of behaviourism






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






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






45. Theory of association






46. Previous learning makes learning a new task more difficult






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






48. 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






49. 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






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







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