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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. Decreasing responsiveness to a stimulus due to increasing familiarity






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






4. Individuals in the environment are motivated by secondary reinforcers; e.g. tokens in prisons - rehab - etc. - cashed in for more primary reinforcers (e.g. candy - books - privileges)






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






6. later proved experimentally - Classical conditioning






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






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






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






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

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






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






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






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






15. 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






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






17. School of behaviourism






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






19. Learning curve






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






21. Previous learning helps learning of another task later






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






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






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






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






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






27. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






28. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






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






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






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






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






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






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






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






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






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






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






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






41. The failure to generalize a stimulus






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






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






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






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






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






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






49. 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






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

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