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






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






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






4. Learning by watching






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






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






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






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






9. Operant conditioning






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






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






12. School of behaviourism






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






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






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






16. The failure to generalize a stimulus






17. 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






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






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






20. 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)






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






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






23. UCS and CS presented at the same time






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






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






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






27. Law of effect






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






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






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






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






32. Medium amount of arousal best for performance






33. 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






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






35. 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






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






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






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






39. Previous learning helps learning of another task later






40. 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






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






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






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






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






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

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46. 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.






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






48. 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






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






50. 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