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






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






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






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






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






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






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






8. 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)






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






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






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






12. Operant conditioning






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






14. School of behaviourism






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






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






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






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






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






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






21. 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






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






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






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






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






26. Previous learning helps learning of another task later






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






28. 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)






29. 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






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






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






32. 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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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. Evoking responses of autonomic nervous system through training






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






36. The failure to generalize a stimulus






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






38. 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.






39. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






45. Students working on a project in small groups






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






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






48. 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






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






50. 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