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






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






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






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






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






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






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






9. Operant conditioning






10. 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






11. 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






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






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






14. Learning by watching






15. 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?






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






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






18. 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)






19. How to avoid something undesirable






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






21. Previous learning helps learning of another task later






22. 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)






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






24. Theory of association






25. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing






26. 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






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






28. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






33. Naturally occurring response (e.g. salivation to food)






34. Law of effect






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






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






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






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






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






40. 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






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






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






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






44. School of behaviourism






45. 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






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






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






48. 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






49. Students working on a project in small groups






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