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






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. 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)






4. later proved experimentally - Classical conditioning






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






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






7. Evoking responses of autonomic nervous system through training






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






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






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






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






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






13. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






14. 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)






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






16. 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?






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






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






19. Operant conditioning






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






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






22. UCS and CS presented at the same time






23. School of behaviourism






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

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






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






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






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






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

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






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






32. 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






33. 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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34. 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






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






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






37. Learning curve






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






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






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






41. 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






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






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






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






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






46. How to avoid something undesirable






47. 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)






48. 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






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






50. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal