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






2. 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






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






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






5. UCS and CS presented at the same time






6. 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)






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






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






10. 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






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






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






13. 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






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






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






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






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






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






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






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






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


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






23. Previous learning makes learning a new task more difficult






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






25. 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?






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






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






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






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






30. 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.






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






32. How to avoid something undesirable






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






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






35. 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)






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






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






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






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






40. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


41. later proved experimentally - Classical conditioning






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






43. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






44. Evoking responses of autonomic nervous system through training






45. The failure to generalize a stimulus






46. 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






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






48. Students working on a project in small groups






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






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