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






2. 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






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






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






5. 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?






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

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






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






9. 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






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






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






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






13. Students working on a project in small groups






14. School of behaviourism






15. Medium amount of arousal best for performance






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






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






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






19. Previous learning makes learning a new task more difficult






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






21. 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)






22. Decreasing responsiveness to a stimulus due to increasing familiarity






23. Reinforcement delivered after a consistent number of responses; vulnerable to extinction






24. 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






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






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






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






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






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






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






31. 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






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






33. The failure to generalize a stimulus






34. 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)






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






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






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






38. 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






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






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






41. Learning by watching






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






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






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






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






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






47. Set of characteristics indicative of one'S ability to learn






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






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






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