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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. 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






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






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






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






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






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






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






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






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






10. Learning by watching






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






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






13. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






14. School of behaviourism






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






16. 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






17. Decreasing responsiveness to a stimulus due to increasing familiarity






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






19. Students working on a project in small groups






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






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






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






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






24. 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






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






26. Previous learning makes learning a new task more difficult






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






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






29. 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






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






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






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






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






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






36. 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?






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






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






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






40. 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)






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






42. UCS and CS presented at the same time






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






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






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

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






47. Theory of association






48. 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






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






50. 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)