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






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






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






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






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






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






7. 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)






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






9. 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






10. 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






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






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






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






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






15. 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)






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






17. Law of effect






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






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






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






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






22. Learning curve






23. Operant conditioning






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






25. Evoking responses of autonomic nervous system through training






26. Previous learning helps learning of another task later






27. 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






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






29. 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






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






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






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






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






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






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






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






38. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






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






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






42. School of behaviourism






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






44. Students working on a project in small groups






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






46. Previous learning makes learning a new task more difficult






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






48. UCS and CS presented at the same time






49. 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






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