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






2. The failure to generalize a stimulus






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






4. 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.






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






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






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






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






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






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






12. 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)






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






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






15. 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






16. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






20. Previous learning helps learning of another task later






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






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






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






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






25. 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)






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






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






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






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






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






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






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






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






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






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






36. 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






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






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






39. Evoking responses of autonomic nervous system through training






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






41. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






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






49. 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)






50. UCS and CS presented at the same time