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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. Associative or dissociative attitudes on 7pt scale toward objects

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






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






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






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






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






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






8. The failure to generalize a stimulus






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






10. later proved experimentally - Classical conditioning






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






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






13. 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






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






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






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






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






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






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






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






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






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






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

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24. Operant conditioning






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






26. 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






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






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






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






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






31. 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)






32. Law of effect






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






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






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






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






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






38. 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?






39. 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)






40. 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.






41. 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






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






43. 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)






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






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






46. How to avoid something undesirable






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






48. UCS and CS presented at the same time






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






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