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






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






4. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






8. later proved experimentally - Classical conditioning






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






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






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






12. Students working on a project in small groups






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






14. 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






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






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






17. UCS and CS presented at the same time






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






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






20. 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






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






22. 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)






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






24. Primary/instinctual (hunger or thirst) - secondary/ acquired (money or other learned reinforcers) - exploratory (seek novelty or explore) - We are primarily motivated to maintain physiological or psychological homeostasis.






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






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






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






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






29. Operant conditioning






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






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






32. Learning by watching






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






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






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






36. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






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






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






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






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






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






42. Associative or dissociative attitudes on 7pt scale toward objects


43. 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?






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






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






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






47. 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






48. 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






49. The failure to generalize a stimulus






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