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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. 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)






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






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






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






6. Previous learning helps learning of another task later






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






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






9. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






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






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






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






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






20. 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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21. Set of characteristics indicative of one'S ability to learn






22. Learning by watching






23. How to avoid something undesirable






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






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






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






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






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






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






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






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






32. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






35. 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






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






37. School of behaviourism






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






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






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






41. 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






42. 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






43. Operant conditioning






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






45. The failure to generalize a stimulus






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






47. 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.






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






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






50. Theory of association