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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. 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?






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






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






4. 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






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






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






7. School of behaviourism






8. Evoking responses of autonomic nervous system through training






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






10. Previous learning makes learning a new task more difficult






11. Learning curve






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






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






14. 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)






15. later proved experimentally - Classical conditioning






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






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






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






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






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






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






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






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






25. Medium amount of arousal best for performance






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






27. 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






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






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






30. Law of effect






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






32. 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






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






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






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






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






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






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






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






40. 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






41. 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)






42. 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.






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






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






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






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






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

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48. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






49. 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)






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






Can you answer 50 questions in 15 minutes?



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