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






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






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






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

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






7. Students working on a project in small groups






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






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






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






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






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






13. How to avoid something undesirable






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






15. Theory of association






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






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






18. Medium amount of arousal best for performance






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






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






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






22. 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






23. The failure to generalize a stimulus






24. Law of effect






25. Individuals are motivated by what brings most pleasure and least pain






26. School of behaviourism






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






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






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






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






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






32. 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)






33. 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






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






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






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






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






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






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






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






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






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






43. 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






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






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






46. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






50. 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)