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






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






3. 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






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






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






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






7. 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






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






9. 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






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






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






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






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






14. Medium amount of arousal best for performance






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






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






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






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






19. 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






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






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






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






23. 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






24. Experiment shows that there is electrical stimulation of pleasure centers in the brain used as positive reinforcement - this is evidence against drive-reduction theory






25. Decreasing responsiveness to a stimulus due to increasing familiarity






26. 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.






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






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






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






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






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






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






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






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






35. School of behaviourism






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






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






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






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






40. The failure to generalize a stimulus






41. Operant conditioning






42. 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






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






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






45. 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






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






47. Students working on a project in small groups






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

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






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