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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. 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.






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






3. How to avoid something undesirable






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






5. 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






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






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






8. 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






9. 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)






10. The failure to generalize a stimulus






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






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






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






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

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






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






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






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






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






21. Theory of association






22. Previous learning makes learning a new task more difficult






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






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






25. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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






33. School of behaviourism






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






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






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






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






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






39. Students working on a project in small groups






40. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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41. 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






42. 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)






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






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






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






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






47. 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






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






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






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