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






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






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






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






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






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






8. Evoking responses of autonomic nervous system through training






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






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






11. 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






12. Law of effect






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






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






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






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






17. UCS and CS presented at the same time






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






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






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






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






22. 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






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






24. 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)






25. 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






26. Learning by watching






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






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






29. Theory of association






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






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






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






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






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






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






36. 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






37. Medium amount of arousal best for performance






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






39. 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






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






41. 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






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






43. 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






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






45. later proved experimentally - Classical conditioning






46. 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)






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






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






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






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