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






2. 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






3. The failure to generalize a stimulus






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






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






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






8. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






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. How to avoid something undesirable






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






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






13. 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






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






15. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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






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






18. Medium amount of arousal best for performance






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






20. 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






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






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






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






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






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






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






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






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






29. 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)






30. 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






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






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






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






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






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






37. UCS and CS presented at the same time






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






39. Empty box (with a rat and a lever) - later proved the influence of reinforcement






40. 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






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






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






43. Previous learning makes learning a new task more difficult






44. Operant conditioning






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






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






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






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






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







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