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






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






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






4. How to avoid something undesirable






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






6. Learning curve






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






8. Decreasing responsiveness to a stimulus due to increasing familiarity






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






10. 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






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






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






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






14. 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)






15. Law of effect






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






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






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






20. School of behaviourism






21. Motivation to reduce internal tension - once satisfied - back to homeostasis/ relaxation; against M.E. Olds electrical stimulation of pleasure centres






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






23. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






24. 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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






40. Medium amount of arousal best for performance






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






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






44. Previous learning helps learning of another task later






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






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






47. 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






48. later proved experimentally - Classical conditioning






49. 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






50. 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







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