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






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






3. 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)






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






5. Learning and behaving by imitation; Albert Bandura'S Bobo doll (children watching adults with blow up dolls)






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






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






8. 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






9. Operant conditioning






10. 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






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






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






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






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






15. Previous learning makes learning a new task more difficult






16. Previous learning helps learning of another task later






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

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






19. School of behaviourism






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






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






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






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






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






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






26. Motivated to do what they do not want to do by rewarding themselves afterwards with something they like to do - Eat dessert after eating unwanted vegetable






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






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






29. 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






30. 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






31. Learning by watching






32. Teacher encourages independent learning - only provides assistance when needed






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






34. Evoking responses of autonomic nervous system through training






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






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






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






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






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. Theory of association






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






42. The failure to generalize a stimulus






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






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






45. later proved experimentally - Classical conditioning






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






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






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






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