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






2. Operant conditioning






3. Learning curve






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






5. 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






6. 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)






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






8. Learning by watching






9. 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






10. Previous learning helps learning of another task later






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






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

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






14. Students working on a project in small groups






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






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






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






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






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






20. How to avoid something undesirable






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






22. 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.






23. Previous learning makes learning a new task more difficult






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






25. 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






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






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






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






29. Evoking responses of autonomic nervous system through training






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






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






32. Decreasing responsiveness to a stimulus due to increasing familiarity






33. 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






34. The failure to generalize a stimulus






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






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






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






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






39. 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)






40. 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






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






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






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






44. Theory of association






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






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






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






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






49. School of behaviourism






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