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






2. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






9. 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)






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






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






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






13. Learning by watching






14. 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.






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






16. Theory of association






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






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






19. Previous learning helps learning of another task later






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

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21. Medium amount of arousal best for performance






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






23. 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






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






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






26. Decreasing responsiveness to a stimulus due to increasing familiarity






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






28. 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






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






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






31. Law of effect






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






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






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






35. later proved experimentally - Classical conditioning






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






37. 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)






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






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






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






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






42. 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)






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






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






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






47. 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






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






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






50. 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