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






2. 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)






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






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






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






6. 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






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






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






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






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






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






12. 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)






13. 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






14. How to avoid something undesirable






15. Learning curve






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






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






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






19. later proved experimentally - Classical conditioning






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






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






22. Medium amount of arousal best for performance






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






24. UCS and CS presented at the same time






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






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






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






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






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






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






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






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






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






34. 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?






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






36. 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)






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






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






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






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






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






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






43. 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






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






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






46. Previous learning makes learning a new task more difficult






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






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






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






50. Students working on a project in small groups







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