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






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






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






4. 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






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






6. UCS and CS presented at the same time






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






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






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






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






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






12. Learning curve






13. 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






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






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






16. 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






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






18. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






19. Operant conditioning






20. Previous learning helps learning of another task later






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






22. 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






23. 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






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






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






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






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






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






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






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






31. 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






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

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






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






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






36. later proved experimentally - Classical conditioning






37. Previous learning makes learning a new task more difficult






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






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






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






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

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






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






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






45. 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






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






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






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






49. Theory of association






50. Evoking responses of autonomic nervous system through training