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






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






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






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






5. How to avoid something undesirable






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. later proved experimentally - Classical conditioning






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






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






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






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






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






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






14. Students working on a project in small groups






15. 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






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

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






18. 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?






19. Learning by watching






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






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






22. Law of effect






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






24. 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






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






26. UCS and CS presented at the same time






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






28. 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






29. 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.






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






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






33. 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)






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






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






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






37. 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






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






39. Operant conditioning






40. Learning curve






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






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






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






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






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






46. 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)






47. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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