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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. 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






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






4. Theory of association






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






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






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






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






9. Medium amount of arousal best for performance






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






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






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






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

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






15. 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






16. Learning by watching






17. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






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






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






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






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






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






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






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






25. 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






26. UCS and CS presented at the same time






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






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






29. Learning curve






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






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






32. 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






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






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






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






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






37. 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.






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






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






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






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






42. 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






43. 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






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






45. 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)






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






47. The failure to generalize a stimulus






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






49. Previous learning makes learning a new task more difficult






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