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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. Medium amount of arousal best for performance






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






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






4. How to avoid something undesirable






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

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






7. Students working on a project in small groups






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






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






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






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






12. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






15. 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






16. Individuals in the environment are motivated by secondary reinforcers; e.g. tokens in prisons - rehab - etc. - cashed in for more primary reinforcers (e.g. candy - books - privileges)






17. Previous learning helps learning of another task later






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






19. UCS and CS presented at the same time






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






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






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






23. 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)






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






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






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






27. later proved experimentally - Classical conditioning






28. 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






29. School of behaviourism






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






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






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






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






35. The failure to generalize a stimulus






36. Theory of association






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






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

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






40. 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






41. Law of effect






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






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






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






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






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






47. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






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






49. 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






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







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