Test your basic knowledge |

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. 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






2. Learning curve






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






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






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






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






7. Previous learning makes learning a new task more difficult






8. later proved experimentally - Classical conditioning






9. Previous learning helps learning of another task later






10. 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)






11. Operant conditioning






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






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






14. 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






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






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






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






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






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






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






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






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






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






24. 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)






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






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






27. Theory of association






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






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






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






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






32. 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






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






34. 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






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






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






38. Learning by watching






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






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






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






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. 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






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






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






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


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






48. Students working on a project in small groups






49. How to avoid something undesirable






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