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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. 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






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






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






4. Medium amount of arousal best for performance






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






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






7. Theory of association






8. Students working on a project in small groups






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

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






11. 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)






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






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






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






16. 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






17. Learning by watching






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






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






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






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






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






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






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






25. 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






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






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






28. Previous learning helps learning of another task later






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






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






32. School of behaviourism






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






34. Decreasing responsiveness to a stimulus due to increasing familiarity






35. Individuals are motivated by what brings most pleasure and least pain






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






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






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

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






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






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






42. 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






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






44. How to avoid something undesirable






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






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






47. 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?






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






49. 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






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