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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. 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






2. 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)






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






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






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






6. Learning curve






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






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






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






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






11. The failure to generalize a stimulus






12. 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






13. How to avoid something undesirable






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






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






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






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






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






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






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






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






22. Evoking responses of autonomic nervous system through training






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






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






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






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






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






28. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






31. Medium amount of arousal best for performance






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






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






34. Theory of association






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






36. UCS and CS presented at the same time






37. 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






38. 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






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






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






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






42. 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)






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






44. 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)






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






46. 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?






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






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






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






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