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






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






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

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






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






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






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






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






9. Students working on a project in small groups






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






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






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






13. Medium amount of arousal best for performance






14. 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






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






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






17. Evoking responses of autonomic nervous system through training






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






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






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






21. 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)






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






23. UCS and CS presented at the same time






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






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






26. The failure to generalize a stimulus






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






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






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






30. Learning by watching






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






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






33. Law of effect






34. 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)






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






36. Previous learning makes learning a new task more difficult






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






38. 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






39. 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






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






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






42. Previous learning helps learning of another task later






43. John Garcia - Certain associations are learned more easily than others - Nausea & food can be paired easily - but light and nausea cannot be paired






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






45. How to avoid something undesirable






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






47. 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)






48. 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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49. Naturally occurring response (e.g. salivation to food)






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