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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. 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






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






4. Operant conditioning






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






6. Law of effect






7. Decreasing responsiveness to a stimulus due to increasing familiarity






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






9. Students working on a project in small groups






10. 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)






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






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






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






14. Previous learning makes learning a new task more difficult






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






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

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






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






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






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






22. Learning by watching






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






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






25. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






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






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






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






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






30. In classical conditioning - the inability to infer a relationship between a stimulus and response due to the presence of a more prominent stimulus






31. 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






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






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






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






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






36. 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






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






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






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






40. Learning curve






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






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

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






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






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






46. How to avoid something undesirable






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






48. 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)






49. Medium amount of arousal best for performance






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