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






2. Law of effect






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






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






5. 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






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






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






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






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






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






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






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






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






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






16. 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






17. Evoking responses of autonomic nervous system through training






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






20. How to avoid something undesirable






21. Theory of association






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






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






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






26. 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.






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

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28. 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)






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






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






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






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






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






34. Previous learning makes learning a new task more difficult






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






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






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






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






39. Previous learning helps learning of another task later






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






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






42. 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






43. 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






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






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






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






47. School of behaviourism






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. 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






50. UCS and CS presented at the same time